The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
This document discusses the concept of "invisible learning" and its implications for rethinking education.
[1] Invisible learning refers to a sociotechnological framework for a new ecology of education that includes formal, non-formal, informal, and serendipitous learning.
[2] It suggests that remixing different types of learning and applying new technologies more creatively could lead to novel applications and opportunities for learning outside traditional schools.
[3] However, invisible learning is not presented as a single solution but rather a provocative perspective that encourages reimagining education in a more open and flexible manner attuned to changing times.
Invisible learning (engl.), John MoravecOtavan Opisto
1. The document discusses the concept of "invisible learning" which is described as a sociotechnological archetype for a new ecology of education that remixes formal, non-formal, and informal learning and suggests new applications for information and communication technologies.
2. It notes that invisible learning focuses on how to learn rather than what to learn and occurs through online learning, augmented reality, study abroad experiences, peer-based learning, creative uses of mobile technologies, and life-long learning rather than traditional formal education.
3. The document advocates for rethinking formal education institutions to be more open and embracing of technology to better support invisible learning that occurs everywhere through social and ubiquitous means.
The document summarizes the activities and research projects of the Integrated Media Systems Center (IMSC) at the University of Southern California. IMSC is an NSF Engineering Research Center that conducts research in multimedia and immersive technologies through partnerships with industry, government agencies, and other universities. Its research focuses on areas like immersive audio, computer vision, graphics & animation, and virtual reality simulations. IMSC also supports education programs and has graduated over 200 students. Its application projects include ImmersiNet for entertainment, InterAct for communication, and 2020Classroom for education.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
Modern learning models require linking experiences in training environments with experiences in the real-world. However, data about real-world experiences is notoriously hard to collect. Social spaces bring new opportunities to tackle this challenge, supplying digital traces where people talk about their real-world experiences. These traces can become valuable resource, especially in ill-defined domains that embed multiple interpretations. The paper presents a unique approach to aggregate content from social spaces into a semantic-enriched data browser to facilitate informal learning in ill-defined domains. This work pioneers a new way to exploit digital traces about real-world experiences as authentic examples in informal learning contexts. An exploratory study is used to determine both strengths and areas needing attention. The results suggest that semantics can be successfully used in social spaces for informal learning – especially when combined with carefully designed nudges.
The document discusses emerging trends in media consumption and participation. It notes that consumers are spending increasing amounts of time engaged with online media like social networks, videos, and user reviews rather than traditional media like television and newspapers. Brands are experimenting with new ways of engaging consumers online through user-generated content, virtual worlds, and social networks. The key takeaway is that consumers now demand more choice, control, and participation in their media experiences.
This document summarizes the history and development of metadata standards over the past 20 years on the web. It discusses how [1] Dublin Core was one of the first metadata standards for the web and focused on simplicity and cross-disciplinary use. [2] However, a lack of a common data model led to inconsistencies and impediments to interoperability. [3] Future development of metadata standards will continue through the W3C Library Linked Data Incubator Group to improve integration of library data on the semantic web.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
This document discusses the concept of "invisible learning" and its implications for rethinking education.
[1] Invisible learning refers to a sociotechnological framework for a new ecology of education that includes formal, non-formal, informal, and serendipitous learning.
[2] It suggests that remixing different types of learning and applying new technologies more creatively could lead to novel applications and opportunities for learning outside traditional schools.
[3] However, invisible learning is not presented as a single solution but rather a provocative perspective that encourages reimagining education in a more open and flexible manner attuned to changing times.
Invisible learning (engl.), John MoravecOtavan Opisto
1. The document discusses the concept of "invisible learning" which is described as a sociotechnological archetype for a new ecology of education that remixes formal, non-formal, and informal learning and suggests new applications for information and communication technologies.
2. It notes that invisible learning focuses on how to learn rather than what to learn and occurs through online learning, augmented reality, study abroad experiences, peer-based learning, creative uses of mobile technologies, and life-long learning rather than traditional formal education.
3. The document advocates for rethinking formal education institutions to be more open and embracing of technology to better support invisible learning that occurs everywhere through social and ubiquitous means.
The document summarizes the activities and research projects of the Integrated Media Systems Center (IMSC) at the University of Southern California. IMSC is an NSF Engineering Research Center that conducts research in multimedia and immersive technologies through partnerships with industry, government agencies, and other universities. Its research focuses on areas like immersive audio, computer vision, graphics & animation, and virtual reality simulations. IMSC also supports education programs and has graduated over 200 students. Its application projects include ImmersiNet for entertainment, InterAct for communication, and 2020Classroom for education.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
Modern learning models require linking experiences in training environments with experiences in the real-world. However, data about real-world experiences is notoriously hard to collect. Social spaces bring new opportunities to tackle this challenge, supplying digital traces where people talk about their real-world experiences. These traces can become valuable resource, especially in ill-defined domains that embed multiple interpretations. The paper presents a unique approach to aggregate content from social spaces into a semantic-enriched data browser to facilitate informal learning in ill-defined domains. This work pioneers a new way to exploit digital traces about real-world experiences as authentic examples in informal learning contexts. An exploratory study is used to determine both strengths and areas needing attention. The results suggest that semantics can be successfully used in social spaces for informal learning – especially when combined with carefully designed nudges.
The document discusses emerging trends in media consumption and participation. It notes that consumers are spending increasing amounts of time engaged with online media like social networks, videos, and user reviews rather than traditional media like television and newspapers. Brands are experimenting with new ways of engaging consumers online through user-generated content, virtual worlds, and social networks. The key takeaway is that consumers now demand more choice, control, and participation in their media experiences.
This document summarizes the history and development of metadata standards over the past 20 years on the web. It discusses how [1] Dublin Core was one of the first metadata standards for the web and focused on simplicity and cross-disciplinary use. [2] However, a lack of a common data model led to inconsistencies and impediments to interoperability. [3] Future development of metadata standards will continue through the W3C Library Linked Data Incubator Group to improve integration of library data on the semantic web.
The document discusses the concept of presence in online communication and social networks. It defines presence as the exposure of personal states to others and awareness of others' states through ambient communication. It describes how presence has evolved from features like away messages to modern microblogging. Common ways presence is used include managing attention, facilitating casual interactions, providing a sense of activity, and allowing self-expression. The document outlines different types of presence and models for conceptualizing presence information in systems. It provides examples of how presence is implemented and consumed in technologies like Skype, Facebook, and online learning platforms.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in design, delivery, research, and evaluation of education; (2) a typology of new technologies and examples of their use and issues; and (3) initial dimensions for defining open educational practices, including strategies, quality assurance models, and barriers to success.
Judson ISD Internet Safety and Filtering Hearing November 16th, 2009Steve Young
The document provides details about an upcoming meeting on November 16th to discuss Judson ISD's internet filtering system. It outlines the district's legal obligation to filter content under CIPA, as well as the specific policies and guidelines around appropriate internet use, cyberbullying, and monitoring systems. An action plan is also included to provide annual training to staff, students, and administrators on internet safety and cyberbullying awareness.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in terms of open design, delivery, research, and evaluation practices; (2) a typology of new technologies and examples of their uses and issues; and (3) challenges in realizing the potential of open practices due to technical, pedagogical, and organizational barriers.
This document outlines the scheme of work for an Information Technology in a Global Society (ITGS) course over two academic terms. It includes the following:
- Six main topic areas to be covered including information systems, social/ethical impacts of IT, hardware/networks, databases/spreadsheets, word processing/presentations, and integrated systems.
- Specific learning objectives, subtopics, activities, resources and assessments for each topic.
- A focus on understanding technological concepts as well as evaluating the social and ethical issues of various IT applications.
- Real-life examples are to be used to demonstrate the impacts and applications of IT in various areas such as business, education, health, arts and
The document summarizes the Onto-DIY workshop paper on semantics in Onto-DIY. It discusses how Onto-DIY allows both technical and non-technical users to semantically define concepts, rules, and services. It also describes how semantics are represented in ontologies, semantic decision tables, and user-centric services in the Onto-DIY environment. Finally, it outlines future work such as automatic mapping between the different semantic divisions and social, context-aware service creation tools.
The document provides a timeline of digital technologies from 1859 to the present. It begins in the pre-microcomputer era when John Dewey advocated for hands-on, experiential learning. The microcomputer era began in the 1970s-80s with the development of microprocessors. Mainframes were large computers used by organizations. Word processing software allowed easy editing. The internet era enabled email, video conferencing, online learning, and social networking. Mobile technologies now include e-books, podcasts, and ubiquitous connections.
This document provides an overview of technology enhanced learning. It discusses lessons learned from the past evolution of e-learning and emerging trends, challenges and technologies. It presents frameworks for understanding e-pedagogies and how they map to different technologies. Examples of inquiry-based, collaborative and reflective learning approaches using tools like virtual worlds, blogs and social media are also provided.
1) Linked data and semantic annotation techniques can help build a network of interconnected knowledge that assists with problem solving and innovation.
2) These techniques involve representing information as structured data using vocabularies and ontologies, and automatically identifying relationships between concepts.
3) When applied to digital humanities resources, these methods can help produce advanced knowledge by linking information from different domains into a universal network.
This poster was presented at the UTS Teaching and Learning Forum in November 2009. Promoting the use of QR codes in teaching, learning and research environments.
Online Communication Lesson1 / Technology, Communication Theories, Communicat...Cem Cinlar
The first lesson of Online Communication. Understanding the technology. Online communication basics. Communication theories. Communication models. Networking types. Understandig the Internet. Online communication. Energy forms. Waves. Frontiers. Flash metarials,videos and some critical pages are not included. Educational use only!
Beyond ePortfolio - Identity construction in a digitally extended worldSerge Ravet
The document discusses issues with identity construction and ePortfolios in a digitally extended world, noting how identity formation processes have become deregulated and privatized leading to fragmentation of life and time. It references how most research on identity focuses on the past or present rather than future invention of self, and how ordinary dreams prepare the future. The relationship between individual identity construction and larger social and institutional forces is also examined.
The document describes a machine learning approach to filter YouTube comments for socially augmented user models. It presents a semantically enriched machine learning method that uses a job interview bag of words to score and label training comments from YouTube videos about job interviews. The trained classifiers are then used to predict whether new comments are relevant or noise. Experimental results show the classifiers perform well, and a human evaluation finds the service effectively identifies comments showing awareness or interest in job interviews.
This document discusses generating personalized web pages for tutoring systems using knowledge-based approaches. It covers key topics like ontologies, student modeling, cognitive psychology, and hypertext. Personalized web pages can be adapted based on a student's knowledge, learning style, goals, preferences and other factors inferred from their interactions. The document argues that web pages should be designed following principles of cognitive ergonomics and rhetoric to facilitate understanding and avoid issues like high cognitive load.
Asia e University in Malaysia uses a blended approach to integrating open educational resources (OERs) and non-OERs. They use OERs directly, repackage and reversion OERs, and hyperlink to relevant non-OER content. This content supports their graduate programs and is organized using different pedagogical models. Selecting and using these resources effectively requires identifying authentic materials, addressing issues like broken links, and dealing with copyright restrictions when hyperlinking. Developing quality online content also benefits from subject experts who can curate appropriate web-based teaching resources.
Exploring “live” Social and Networked Interaction with the Future Media Inter...experimedia
The document discusses the EXPERIMEDIA project which aims to accelerate research on innovative Future Media Internet services through testbeds. The testbeds will support experimentation of new forms of social interaction and experiences in both online and real-world communities. The project will engage users from diverse cultures through its research and development cycles and provide insights into how Future Media Internet systems impact their target ecosystems. It will be carried out by an 11-partner consortium over 3 years with a budget of 6.7 million Euros, 4.9 million of which is funded by the European Commission.
mediaX at Stanford University connects businesses with Stanford University’s world-renowned faculty to study new ways for people and technology to intersect.
We are the industry affiliate program to Stanford’s H-STAR Institute. We help our members explore how the thoughtful use of technology can impact a range of fields, from entertainment to learning to commerce. Together, we’re researching innovative ways for people to collaborate, communicate, and interact with the information, products, and industries of tomorrow.
This document summarizes a project called Virtual Individual Networks (VIN) that researches computer-mediated audiovisual communication. The project involves multiple research groups and has a duration of 3 years. It aims to enrich participation within open and closed communities through audiovisual tools. A common user scenario is presented involving a woman named Erica who participates in a dance lesson remotely using interactive TV and webcams while allowing her husband to view the feed from his mobile device on his commute. Other application domains discussed include using the technology to improve safety and communication efficiency at work sites. The technical setup is diagrammed showing how different views are presented to different users.
The document discusses the EXPERIMEDIA project which aims to accelerate research on the Future Media Internet through experimental testbeds. It will create "smart venues" like sports centers and cultural sites to explore new forms of social interaction and experiences that blend the online and real world. The project seeks to engage diverse user communities in its research and development cycle to gain insights. It will issue competitive calls to fund experiments in areas like live spectator sports and collaborative sports training.
- Staff at Kingston University provided feedback from a learning technologies review calling for more flexibility and openness in their virtual learning environment (VLE), including the ability to publicly share course modules.
- The university is exploring ways to provide a more open infrastructure, including directly uploading staff and student content to the VLE content system, implementing a university metadata schema, and federating searches across systems.
- Trials were conducted importing and exporting content packaged in the IMS Common Cartridge standard between the Blackboard and Moodle VLEs, with some challenges around resource navigation and file naming conventions.
This document summarizes a workshop on active learning and engaging teaching technologies. It discusses how today's students are immersed in digital technologies and social media. It also explores pedagogical approaches like flipped classrooms and use of open educational resources. Emerging technologies are presented that have potential to support sound teaching models, if used appropriately while considering issues like data protection, intellectual property rights, and privacy.
The document discusses the concept of presence in online communication and social networks. It defines presence as the exposure of personal states to others and awareness of others' states through ambient communication. It describes how presence has evolved from features like away messages to modern microblogging. Common ways presence is used include managing attention, facilitating casual interactions, providing a sense of activity, and allowing self-expression. The document outlines different types of presence and models for conceptualizing presence information in systems. It provides examples of how presence is implemented and consumed in technologies like Skype, Facebook, and online learning platforms.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in design, delivery, research, and evaluation of education; (2) a typology of new technologies and examples of their use and issues; and (3) initial dimensions for defining open educational practices, including strategies, quality assurance models, and barriers to success.
Judson ISD Internet Safety and Filtering Hearing November 16th, 2009Steve Young
The document provides details about an upcoming meeting on November 16th to discuss Judson ISD's internet filtering system. It outlines the district's legal obligation to filter content under CIPA, as well as the specific policies and guidelines around appropriate internet use, cyberbullying, and monitoring systems. An action plan is also included to provide annual training to staff, students, and administrators on internet safety and cyberbullying awareness.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in terms of open design, delivery, research, and evaluation practices; (2) a typology of new technologies and examples of their uses and issues; and (3) challenges in realizing the potential of open practices due to technical, pedagogical, and organizational barriers.
This document outlines the scheme of work for an Information Technology in a Global Society (ITGS) course over two academic terms. It includes the following:
- Six main topic areas to be covered including information systems, social/ethical impacts of IT, hardware/networks, databases/spreadsheets, word processing/presentations, and integrated systems.
- Specific learning objectives, subtopics, activities, resources and assessments for each topic.
- A focus on understanding technological concepts as well as evaluating the social and ethical issues of various IT applications.
- Real-life examples are to be used to demonstrate the impacts and applications of IT in various areas such as business, education, health, arts and
The document summarizes the Onto-DIY workshop paper on semantics in Onto-DIY. It discusses how Onto-DIY allows both technical and non-technical users to semantically define concepts, rules, and services. It also describes how semantics are represented in ontologies, semantic decision tables, and user-centric services in the Onto-DIY environment. Finally, it outlines future work such as automatic mapping between the different semantic divisions and social, context-aware service creation tools.
The document provides a timeline of digital technologies from 1859 to the present. It begins in the pre-microcomputer era when John Dewey advocated for hands-on, experiential learning. The microcomputer era began in the 1970s-80s with the development of microprocessors. Mainframes were large computers used by organizations. Word processing software allowed easy editing. The internet era enabled email, video conferencing, online learning, and social networking. Mobile technologies now include e-books, podcasts, and ubiquitous connections.
This document provides an overview of technology enhanced learning. It discusses lessons learned from the past evolution of e-learning and emerging trends, challenges and technologies. It presents frameworks for understanding e-pedagogies and how they map to different technologies. Examples of inquiry-based, collaborative and reflective learning approaches using tools like virtual worlds, blogs and social media are also provided.
1) Linked data and semantic annotation techniques can help build a network of interconnected knowledge that assists with problem solving and innovation.
2) These techniques involve representing information as structured data using vocabularies and ontologies, and automatically identifying relationships between concepts.
3) When applied to digital humanities resources, these methods can help produce advanced knowledge by linking information from different domains into a universal network.
This poster was presented at the UTS Teaching and Learning Forum in November 2009. Promoting the use of QR codes in teaching, learning and research environments.
Online Communication Lesson1 / Technology, Communication Theories, Communicat...Cem Cinlar
The first lesson of Online Communication. Understanding the technology. Online communication basics. Communication theories. Communication models. Networking types. Understandig the Internet. Online communication. Energy forms. Waves. Frontiers. Flash metarials,videos and some critical pages are not included. Educational use only!
Beyond ePortfolio - Identity construction in a digitally extended worldSerge Ravet
The document discusses issues with identity construction and ePortfolios in a digitally extended world, noting how identity formation processes have become deregulated and privatized leading to fragmentation of life and time. It references how most research on identity focuses on the past or present rather than future invention of self, and how ordinary dreams prepare the future. The relationship between individual identity construction and larger social and institutional forces is also examined.
The document describes a machine learning approach to filter YouTube comments for socially augmented user models. It presents a semantically enriched machine learning method that uses a job interview bag of words to score and label training comments from YouTube videos about job interviews. The trained classifiers are then used to predict whether new comments are relevant or noise. Experimental results show the classifiers perform well, and a human evaluation finds the service effectively identifies comments showing awareness or interest in job interviews.
This document discusses generating personalized web pages for tutoring systems using knowledge-based approaches. It covers key topics like ontologies, student modeling, cognitive psychology, and hypertext. Personalized web pages can be adapted based on a student's knowledge, learning style, goals, preferences and other factors inferred from their interactions. The document argues that web pages should be designed following principles of cognitive ergonomics and rhetoric to facilitate understanding and avoid issues like high cognitive load.
Asia e University in Malaysia uses a blended approach to integrating open educational resources (OERs) and non-OERs. They use OERs directly, repackage and reversion OERs, and hyperlink to relevant non-OER content. This content supports their graduate programs and is organized using different pedagogical models. Selecting and using these resources effectively requires identifying authentic materials, addressing issues like broken links, and dealing with copyright restrictions when hyperlinking. Developing quality online content also benefits from subject experts who can curate appropriate web-based teaching resources.
Exploring “live” Social and Networked Interaction with the Future Media Inter...experimedia
The document discusses the EXPERIMEDIA project which aims to accelerate research on innovative Future Media Internet services through testbeds. The testbeds will support experimentation of new forms of social interaction and experiences in both online and real-world communities. The project will engage users from diverse cultures through its research and development cycles and provide insights into how Future Media Internet systems impact their target ecosystems. It will be carried out by an 11-partner consortium over 3 years with a budget of 6.7 million Euros, 4.9 million of which is funded by the European Commission.
mediaX at Stanford University connects businesses with Stanford University’s world-renowned faculty to study new ways for people and technology to intersect.
We are the industry affiliate program to Stanford’s H-STAR Institute. We help our members explore how the thoughtful use of technology can impact a range of fields, from entertainment to learning to commerce. Together, we’re researching innovative ways for people to collaborate, communicate, and interact with the information, products, and industries of tomorrow.
This document summarizes a project called Virtual Individual Networks (VIN) that researches computer-mediated audiovisual communication. The project involves multiple research groups and has a duration of 3 years. It aims to enrich participation within open and closed communities through audiovisual tools. A common user scenario is presented involving a woman named Erica who participates in a dance lesson remotely using interactive TV and webcams while allowing her husband to view the feed from his mobile device on his commute. Other application domains discussed include using the technology to improve safety and communication efficiency at work sites. The technical setup is diagrammed showing how different views are presented to different users.
The document discusses the EXPERIMEDIA project which aims to accelerate research on the Future Media Internet through experimental testbeds. It will create "smart venues" like sports centers and cultural sites to explore new forms of social interaction and experiences that blend the online and real world. The project seeks to engage diverse user communities in its research and development cycle to gain insights. It will issue competitive calls to fund experiments in areas like live spectator sports and collaborative sports training.
- Staff at Kingston University provided feedback from a learning technologies review calling for more flexibility and openness in their virtual learning environment (VLE), including the ability to publicly share course modules.
- The university is exploring ways to provide a more open infrastructure, including directly uploading staff and student content to the VLE content system, implementing a university metadata schema, and federating searches across systems.
- Trials were conducted importing and exporting content packaged in the IMS Common Cartridge standard between the Blackboard and Moodle VLEs, with some challenges around resource navigation and file naming conventions.
This document summarizes a workshop on active learning and engaging teaching technologies. It discusses how today's students are immersed in digital technologies and social media. It also explores pedagogical approaches like flipped classrooms and use of open educational resources. Emerging technologies are presented that have potential to support sound teaching models, if used appropriately while considering issues like data protection, intellectual property rights, and privacy.
Developing a Marketing Communications planAndy Forbes
A successful marketing plan involves integrating all company departments to communicate a consistent message to targeted audiences without them realizing it. This is called an integrated marketing and communications (MarCom) plan. Developing an effective MarCom plan requires defining goals and markets, analyzing strengths/weaknesses and competitors, and determining marketing strategies and tactics. Key steps include situational analysis, SWOT analysis, competitor research, defining the target market and positioning, and outlining advertising, pricing, distribution channels, and the marketing budget and timeline.
The impact of innovation on travel and tourism industries (World Travel Marke...Brian Solis
From the impact of Pokemon Go on Silicon Valley to artificial intelligence, futurist Brian Solis talks to Mathew Parsons of World Travel Market about the future of travel, tourism and hospitality.
Reuters: Pictures of the Year 2016 (Part 2)maditabalnco
This document contains 20 photos from news events around the world between January and November 2016. The photos show international events like the US presidential election, the conflict in Ukraine, the migrant crisis in Europe, the Rio Olympics, and more. They also depict human interest stories and natural phenomena from various countries.
The Six Highest Performing B2B Blog Post FormatsBarry Feldman
If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
1) The document discusses the opportunity for technology to improve organizational efficiency and transition economies into a "smart and clean world."
2) It argues that aggregate efficiency has stalled at around 22% for 30 years due to limitations of the Second Industrial Revolution, but that digitizing transport, energy, and communication through technologies like blockchain can help manage resources and increase efficiency.
3) Technologies like precision agriculture, cloud computing, robotics, and autonomous vehicles may allow for "dematerialization" and do more with fewer physical resources through effects like reduced waste and need for transportation/logistics infrastructure.
Network Learning: AI-driven Connectivist Framework for E-Learning 3.0Neil Rubens
This document discusses the evolution of eLearning and introduces a connectivist framework for eLearning 3.0. It summarizes eLearning 1.0 which focused on reading content and behaviorism/cognitivism theories. eLearning 2.0 allowed writing and social interaction and incorporated constructivism and social learning theories. However, most created content is unused, redundant, or results in information overload. The document proposes connectivism which views knowledge as distributed across networks and learning as constructing/navigating these networks. It introduces a conceptual framework using AI to connect content, people, and models through different layers and modules.
Strategic Options and Results of Introducing Blended Learning at the National University of Rwanda discusses introducing blended learning at the National University of Rwanda. It describes the challenges faced by the university including lack of infrastructure, resources, and qualified teachers. It also outlines the opportunities provided by growing ICT access in Rwanda. The document details how blended learning using open educational resources was implemented for an introductory physics course. Students engaged with course materials online and collaboratively before in-person lectures. Assessment found students performed better and were more satisfied with blended learning compared to traditional methods.
This document provides an overview of mobile learning tips, techniques and tools. It discusses why mobile learning is growing due to increasing mobile device adoption. It defines mobile learning and explores content types like notifications, messaging and media. The document outlines design considerations and lists resources. It provides examples of mobile learning apps and tools from organizations. It also discusses emerging mobile technologies and their potential to enhance mobile learning in the future.
Effective E-learning for Renewable Energy TrainingMarlene Manto
This Powerpoint has been created to support trainers in the renewable energy trades area. It has an associated e-resource at http://renewableenergytraining.wikispaces.com
This document discusses the transition from conventional training to social learning. It covers learning styles, generational gaps, social media and social learning tools. Examples of tools discussed include YouTube, SlideShare, Screenr, Google Breadcrumbs, and PMGameonline. The document also discusses blending formal and informal learning, and using gaming techniques and storyboarding to develop engaging learning content. It provides a case study example and discusses the impact of social media on reducing training costs while increasing maintenance costs and enabling just-in-time, personalized, and mobile learning.
ETL 523 Presentation: The Digital DivideTeneal Morley
This document discusses the digital divide and strategies for addressing it. It defines the digital divide as the gap between those who have access to new technologies and those who do not. The National Broadband Network is presented as a way to revolutionize education and bridge the divide in Australia. There are also alternative views that there are multiple divides or that the divide does not exist. Recommendations include developing a school committee to address the issue, getting community involvement, and providing additional support to struggling students.
Modernising learning carnegie 26th oct (print)Jisc Scotland
Modernising Learning
The document discusses how pedagogies need to change for the 21st century learner. Learners today are digital natives who are used to multitasking, social learning, and instant gratification. Constructivism and connectivism are more relevant learning theories. Technology solutions like virtual learning environments, eportfolios, and social media can support more collaborative, reflective, and interactive learning. However, digital literacy goes beyond just skills - learners need support developing academic practices for a digital world.
This document discusses how to teach students to evaluate websites critically and avoid being misled. It notes that teaching digital citizenship is important for students' development. The document outlines some tricks used by misleading websites, like appeals to emotion and credibility without evidence. It presents the WWWDOT model for website evaluation and other tools like domain checking. The goal is for students to thoughtfully navigate the online information landscape. It raises questions about current teaching practices and adopting an evaluation model school-wide. Recommended further readings on digital literacy and citizenship are also provided.
Citizens in a Knowledge Society: rethinking education from scratch. Part 4: N...Ismael Peña-López
Conference for the "Quality standards in ICT education" workshop within the EU Project "Click to Europe" (Part 4). More information: http://ictlogy.net/?p=3731
This document summarizes strategies for implementing mobile learning in institutions. It discusses quick wins like using QR codes and social media, intermediate projects involving recording lectures and eBooks, and more complex institutional projects providing campus information via mobile. The document provides examples from various universities and recommends guides and resources for mobile learning theory, practice, and upcoming areas like augmented reality.
The document discusses MPEG-V, a new standard for representing multi-sensorial and immersive experiences that combines both physical and informational worlds. It proposes using sensors to capture real-world stimuli and control virtual environments, with MPEG-V defining architectures and data formats to allow bidirectional exchange of information. Example use cases are presented where real-world motions or environmental data could influence and control virtual simulations.
This document discusses how social networks are transforming education. It describes how learning is becoming more open, collaborative and connected through social tools on the web. Educators are building professional learning networks online and using social media to enhance teaching and connect with students globally. While social media raises issues around privacy and identity, it also fosters new communities of learners when used intentionally by educators and students.
The document discusses Thailand's ICT Master Plan from 2020 focusing on e-learning, 21st century skills, and supporting digital technologies and systems. It outlines goals for internet access, online education resources, and developing skills in areas like communication, collaboration, critical thinking, and problem solving. Key frameworks and policies aim to advance e-government, e-commerce, e-industry, and e-society through expanding ICT infrastructure and promoting blended learning, social media, mobile learning and open-source platforms to improve education effectiveness and efficiency.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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1. 25th April 2012
Faculty of Health and Social Care Sciences
Enhancing the Educational Experience through Technology
Current Developments and Future
Directions
Dr Tim Linsey
Deputy Director of Academic Development & Head
of eLearning
Academic Development Centre
Kingston University
email: t.linsey @ kingston.ac.uk
Twitter: timku
2. Transmission
Content Process
eLearning / Distance Learning
Constructivist
Blended Learning – Confusing?
Situated
Virtual Physical /
Authentic
Technology Enhanced Learning (TEL)
Sage on the Stage
Passive
Guide on the Side Staff Centric
Active
Led by Learning Student Centric
3. Technologies with the potential for supporting
sound pedagogic models and practices have
become widespread and accessible
Passive
Disruptive Dynamic
1.0
.0
eb
ia
2
W
ed
eb
lM
W
cia
So
Institutional
Controlled / Owned
Personal
High end Desktop PC Smartphone Controlled / Owned
C. 2001 C. 2012
1.4Ghz 1.4Ghz x 4 cores
Danger Image: CC BY-NC 2.0 by Natalia & Gabriel
http://www.flickr.com/photos/natalialove/
4. Live Blogging Networking
Blogs Micr Wikis
o-Bl Social Bookmarking
Instant Messaging ogg Mapping
ing
e
Rat Profile Page QR
e Cod
ik es
Disl Video Str
eam
e Live
Lik
Presentation
Document
Sharing
Photo
Crowd Sourcing
Video
Podcasting
MP3
Play
er
e
hon
Sm artp
eBook R
e ader
Augmented Reality
MMORPG
Tablet image: CC BY-NC 2.0 by Wired Photostream
Mash-ups
http://www.flickr.com/photos/wiredphotostream/ Location Aware
5. “The world they encounter in higher education has been constructed on
a wholly different set of norms. Characterised broadly, it is hierarchical,
substantially introvert, guarded, careful, precise and measured. The two
worlds are currently co-existing, with present-day students effectively
occupying a position on the cusp of change. They aren’t demanding
different approaches; rather they are making such adaptations as are
necessary for the time it takes to gain their qualifications. Effectively,
they are managing a disjuncture, and the situation is feeding the natural
inertia of any established system. It is, however, unlikely to be
sustainable in the long term.” JISC 2009 Higher Education in a Web 2.0 World
al Learning
Inform
Formal Learning
ial
Soc
Graben image: CC BY-NC 2.0 by Gunnar Ries Zwo:
http://www.flickr.com/photos/44949218@N02/
6. scaffolding
g Self paced sim critical reading
Self testin ula
tion
Explor
Extended access and choice ation a
n d in qui
e) ry
OER & spac
me
ble (ti
Learning objects flexi Connectivism ip
llabora
ting ownersh nt contrib
ution
co de
Co-creation Stu
Communication and social interaction
commu knowledge construction
nity
Effective Technology Enhanced Learning
mobile
Replicating the real world ysic
al en ess
in ph
sp o nsiv ck
situated Vir tual an d re ee dba
authentic it y f
Cr eativ A udi
o
Digit
a l lite
racie
org s Public & private
anis “Learners can be cynical about the use of
a tion pub tech as a ‘crutch’ to support indifferent
lish
ing teaching or for ‘trendy purposes”
Themes in bold from JISC 2009 ‘Effective Practice in a Digital Age JISC Responding to Learners Guide 3
A guide to technology-enhanced learning and teaching’
7. Learning, Teaching and
Assessment Strategy
Key objectives include:
• To support and develop educational technologies that enhance the
student contribution, collaboration and engagement in learning
and their ownership of the learning process;
• To support and develop technologies that promote flexible design
and delivery;
• To develop pedagogic models that effectively integrate learning
and teaching in the physical and virtual environments to enhance
student learning;
• To support and develop learning resources and activities that can
be interfaced with students' personal learning environments and
technologies.
8. Digital Literacies
Beetham et al 2009 ‘Thriving in the 21st century: The report of the LLiDA Project’
Challenges that students need help with include:
•The rise of interdisciplinarity and multi-disciplinary teams focussed on
specific tasks
•A networked society and communities
•Blurring boundaries of real and virtual, public and private, work & leisure
•Increasingly ubiquitous and embedded digital technologies
•Rapid socio and techno-social change
‘Visitors and Residents’ David White, University of Oxford
http://tallblog.conted.ox.ac.uk/index.php/2009/10/14/visitors-residents-the-video/
Understanding the visitor
“Highly confident users of digital technologies may struggle to transfer those
skills to their study” JISC Responding to Learners Guide 2
9. Concerns Digital
Literacies
Technology Confidence Millennial
Student
Student Resistance
Staff Role
“Rather than replacing
the teacher, technology
has in many ways
increased the focus on
pedagogic skills. The art
of the practitioner as
instigator, designer and
animateur remains key
to the process of
learning”. JISC 2009
Hazard image:CC BY-NC 2.0 by Chris Dye
http://www.flickr.com/photos/krisdye/
10. Led by Learning
• Don’t worry about the terminology
• There is no one ‘right’ way with TEL
• Start with the learning, the objective
Don’t worry image: CC BY-NC 2.0 by Benburry:
http://www.flickr.com/photos/benburry/
11. rn ing & Planning
Leaor Design
by f
Led Su ppo
rt Learning Design Support Environment
https://sites.google.com/a/lkl.ac.uk/ldse/Home
Phoebe
http://www.phoebe.ox.ac.uk/
12. Institutional Technologies
• VLE Data Protection
• Blog IPR
• Social Networking
Safety
• Podcasting
• Desktop video conferencing Private / Public
• Peer Assessment Service level
• Video Instant Messaging
15. Case Study: MoRSE Project
Some Issues of Interest
- Digital literacies
- Novel approaches
- Personal Technologies
- Public & private
To develop a situated
understanding of the impact of
mobile and personal technologies
on student and staff practices,
beyond the institution, and on
institutional processes
-Fieldtrips
-Placements
16. The KU MoRSE Team
School of Geography, Geology and the Environment,
KU
•Dr Stuart Downward
•Dr Ken Field, Kingston Centre for GIS
•Dr James O’Brien, Kingston Centre for GIS
Faculty of Health and Social Care Sciences, KU
•Dr Ann Ooms
17. Twitter Cat
AudioBoo ch
Personal & Mobile
#malta10 [latitude][longitude] [rating] text [twitpic URL]
Wordpress Qik
Goo
gle
m aps
My
T rac
ks
Skype
er
Insta mapp
k r
Ma Flic
pD
r oyd
Wikitude
Youtube Mashup
19. “Understanding and learning the different ways of
importing and collating different sources of
media and tagging spatial location to them (i.e.
long/lat values for example) has given more
interest in the subject and found some of the
features pretty cool to analyse and present!”
“I think the technologies I used and the way I used
them helped my learning; in conjunction with
other research they will give a broader and
fuller picture of an environment”
20. Mobile
“People expect to be able to work, learn, and study whenever and where ever
they want to” Top Trend driving Ed Tech adoption 2012-17, Horizon Report 2012
Initial access of KU Studyspace by Mobile:
By 2015 80% of users will be accessing the Internet from Mobile Phones Ericsson 2010
21. “…they invest considerable time, effort and resource
choosing them, buying them, customising them &
exploiting them…
…These handheld devices express part or much of their
owners’ values, affiliations, identity and individuality
through their choice and through their use…
…Mobile learning is not just e-learning on mobile devices; it
also hints that we might leverage learners’ own devices
and in doing so take education into new modes, spaces and
places”
Traxler, J. 2011 Introduction in Making mobile learning work: case studies of practice, ESCalate, HEA.
22. QR Codes, Augmented Reality … Becoming mainstream….
The Guardian use of Blippar (16th April 2012)
23. Openness, Standards & OER
http://openlearn.open.ac.uk/
http://www.jorum.ac.uk/
http://www.nottingham.ac.uk/xpert/
http://www.folksemantic.com/
24. References quoted
• JISC Responding to Learners Guides
http://www.jisc.ac.uk/publications/programmerelated/2009/respondingtolearners.aspx
• JISC Higher Education in a Web 2.0 World
http://www.jisc.ac.uk/publications/generalpublications/2009/heweb2.aspx
• NMC Horizon Report 2012
http://www.educause.edu/Resources/2012HorizonReport/246056
• Beetham, H. McGill, L. & Littlejohn A. 2009 Thriving in the 21st century: the report of the
LLiDA project http://www.caledonianacademy.net/spaces/LLiDA/
• JISC 2009 Effective Practice in a Digital Age
http://www.jisc.ac.uk/publications/programmerelated/2009/effectivepracticedigitalage.aspx
Editor's Notes
Hang ups with the terminology, especially amongst specialists eLearning – often associated with distance learning and substituting f2f Designing L&T resources that guide student learning in the absence of a teacher. - Design guideline etc. Gilly Salmons 5 stage model. Blended Learning – aim to indicate the f2f and online integration – however still seen as distinct TEL – Clarification / Articulating that the focus is on pedagogic principles - But also new (are they new?) opportunities – connectivisim, laboratory in the field… Newtons cradle
The mobile fieldwork solution...with James showing the results of simultaneous upload of data from the land cover exercise to Server....which was then pushed back to the Junos