**Title: Navigating the Digital Frontier: Cyber Law and Ethics in Social Media**
**Description:**
In the ever-evolving landscape of cyberspace, understanding the legal and ethical dimensions of social media is crucial. This presentation, "Navigating the Digital Frontier: Cyber Law and Ethics in Social Media," provides a comprehensive and accessible exploration of the intricate relationship between the virtual realm and the legal and ethical frameworks governing it.
**Introduction:**
The digital age has ushered in unprecedented connectivity, yet it has also given rise to complex challenges. This presentation begins with an insightful introduction, setting the stage for the significance of cyber law and ethics in the context of social media. We delve into the profound impact that social media platforms have on individuals, communities, and the broader society.
**Understanding Cyber Law:**
Define the foundations of cyber law, illustrating its multifaceted nature. From data protection and online privacy to intellectual property and cybercrime, we explore the diverse aspects of cyber law that directly influence how we engage with social media platforms.
**The Need for Cyber Law in Social Media:**
Highlight the unique challenges posed by social media platforms, including issues of privacy, data breaches, and online harassment. Emphasize the essential role of legal frameworks in addressing and mitigating these challenges to create a safer digital environment.
**Key Principles of Cyber Law:**
Break down key principles in cyber law that are particularly relevant to social media. Explore concepts such as consent, jurisdiction, and liability, offering a clear understanding of the legal foundations that govern online interactions.
**Ethical Considerations in Social Media:**
Transition into the ethical dimension, defining the ethical considerations surrounding social media usage. Explore real-world examples of ethical dilemmas, including misinformation, cyberbullying, and hate speech, prompting a reflection on responsible digital citizenship.
**Balancing Freedom and Regulation:**
Examine the delicate equilibrium between freedom of expression and the need for regulatory measures in social media. Address the ongoing discourse on striking a balance that preserves individual liberties while safeguarding the collective well-being of online communities.
**Case Studies:**
Illuminate the principles discussed through real-world case studies, offering tangible examples that highlight the tangible impact of cyber law and ethics on social media.
**Compliance and Best Practices:**
Equip the audience with practical guidance on complying with cyber laws and adhering to ethical standards in the realm of social media. Explore best practices for individuals and organizations to foster a secure and responsibl
Gamification 101: Learn the Basics of Gamification StrategyTechnologyAdvice
Learn the basics of gamification strategy, including common terms, how to implement solutions, and what it can do for your company.
For more gamification resources, visit us at TechnologyAdvice.com
The current presentation is based on different Cyber Security Threats for 2017 published in Internet. All threats are explained at a high level but at the end of this presentation all references URL are present if you want to investigate deeply any threat.
**Title: Navigating the Digital Frontier: Cyber Law and Ethics in Social Media**
**Description:**
In the ever-evolving landscape of cyberspace, understanding the legal and ethical dimensions of social media is crucial. This presentation, "Navigating the Digital Frontier: Cyber Law and Ethics in Social Media," provides a comprehensive and accessible exploration of the intricate relationship between the virtual realm and the legal and ethical frameworks governing it.
**Introduction:**
The digital age has ushered in unprecedented connectivity, yet it has also given rise to complex challenges. This presentation begins with an insightful introduction, setting the stage for the significance of cyber law and ethics in the context of social media. We delve into the profound impact that social media platforms have on individuals, communities, and the broader society.
**Understanding Cyber Law:**
Define the foundations of cyber law, illustrating its multifaceted nature. From data protection and online privacy to intellectual property and cybercrime, we explore the diverse aspects of cyber law that directly influence how we engage with social media platforms.
**The Need for Cyber Law in Social Media:**
Highlight the unique challenges posed by social media platforms, including issues of privacy, data breaches, and online harassment. Emphasize the essential role of legal frameworks in addressing and mitigating these challenges to create a safer digital environment.
**Key Principles of Cyber Law:**
Break down key principles in cyber law that are particularly relevant to social media. Explore concepts such as consent, jurisdiction, and liability, offering a clear understanding of the legal foundations that govern online interactions.
**Ethical Considerations in Social Media:**
Transition into the ethical dimension, defining the ethical considerations surrounding social media usage. Explore real-world examples of ethical dilemmas, including misinformation, cyberbullying, and hate speech, prompting a reflection on responsible digital citizenship.
**Balancing Freedom and Regulation:**
Examine the delicate equilibrium between freedom of expression and the need for regulatory measures in social media. Address the ongoing discourse on striking a balance that preserves individual liberties while safeguarding the collective well-being of online communities.
**Case Studies:**
Illuminate the principles discussed through real-world case studies, offering tangible examples that highlight the tangible impact of cyber law and ethics on social media.
**Compliance and Best Practices:**
Equip the audience with practical guidance on complying with cyber laws and adhering to ethical standards in the realm of social media. Explore best practices for individuals and organizations to foster a secure and responsibl
Gamification 101: Learn the Basics of Gamification StrategyTechnologyAdvice
Learn the basics of gamification strategy, including common terms, how to implement solutions, and what it can do for your company.
For more gamification resources, visit us at TechnologyAdvice.com
The current presentation is based on different Cyber Security Threats for 2017 published in Internet. All threats are explained at a high level but at the end of this presentation all references URL are present if you want to investigate deeply any threat.
Gamification / Social Gamification of EducationJorge Simões
A definition for gamification / social gamification for educational contexts; a framework to apply gamification / social gamification in social learning environments.
When developing games, each and every one of us should strive for perfection. At my desk, I have put up a sign saying “What would Blizzard do?” This talk is about motivation, excitement and learning how to dissect other games in order to learn from each other.
Gamification / Social Gamification of EducationJorge Simões
A definition for gamification / social gamification for educational contexts; a framework to apply gamification / social gamification in social learning environments.
When developing games, each and every one of us should strive for perfection. At my desk, I have put up a sign saying “What would Blizzard do?” This talk is about motivation, excitement and learning how to dissect other games in order to learn from each other.
Jeff Atwood, Michael Krakovskiy "The role of catastrophic failure in software...Fwdays
Everyone knows success is boring! Anyone can succeed, and they won't shut up about it after they do. Happy families are all alike, as the saying goes. Let Michael and Jeff take you on a grand tour of what really matters in software development: failure. Take a glorious, life affirming tour through the variaous ways they've failed at building major software projects, from Stack Overflow to Fast Company, from Discourse to Inc Magazine. You too, can fail spectacularly, and look good doing it.
This is a brief video I made that shows how genes can be passed on through 3 generations. You can see by the colours how much or how little of the grandparents can be passed on to the children. It is true that there are WAY more than 8 genes that get passed on, but it is a mistake to think that we always inherit EXACTLY 1/4 of our genes from each grandparent. The farther down the line we go, the more the //actual// percentages can vary.
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...Katrin Becker
This is a talk I did in 2003 (!), but it turns out that the ideas contained in this presentation are as relevant (and NOVEL?!) as they were 15 years ago.
Please note: I DO NOT work for the University of Calgary any more. They do not deserve any credit for this work.
A popular approach in teaching is what is being called “Teaching Out Loud”. The approach advocated by many of those who use the term is in many ways closer to “Teaching Boldly” (or “Teaching Loud”) than it is to Teaching out Loud. The idea is to advocate for the courage to try new things and to teach the ways students learn. While this is important, there is another approach that has received far less attention, but that is equally important, especially with adult learners. This approach is called the Teach Aloud Protocal (T.A.P.), and it draws inspiration from the “Think Aloud” idea in psychological and educational research. The basic idea is that the ‘subject’ says what they are thinking about as they complete a task. The goal is to learn about the thought processes the subject is using. Given that, “Teaching Aloud” should be about the teacher explaining their reasoning and thought processes while teaching. This presentation will relate the author’s experiences with this approach and discuss some of the implications of adopting a Teach Aloud Protocol in higher education courses.
“Familiarity can provide the misguided illusion of understanding. Assume nothing.” — Truth Devour, Wantin.
Grading is one area of formal education that isn’t often interrogated. Compartmentalized scoring is the norm. Compartmentalized scoring is when portions of a student’s overall grade are tied to specific tasks. For example, we might allot 30% for assignments, 30% for the midterm exam, and 40% for the final exam. We don’t give it much thought. We should.
If we agree that our primary goal as instructors is to help students master the course content to a defined level of competence, then how does compartmentalized grading support that goal? This workshop will present a simple alternative to the typical approach of compartmentalized grading: namely, cumulative scoring.
Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more.
Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level?
It means that graduate instructors should themselves be modeling what they are teaching. Wouldn’t signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldn’t it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as it’s being taught? Wouldn’t it make sense to have the students have input into the design and/or teaching?
This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate.
Just what do we learn from playing serious games?
Especially common in games for learning is the notion that participants need to be able to win the game, but is it always necessary for the player to win in order to ‘get’ our message? In his studies of productive failure, Kapur (2008) has suggested that failure can be important to learning. Indeed, when we think back on our most memorable learning experiences we often find that these lessons are things learned through failure rather than success. Learning through failure is an effective way to help people learn how to cope with situations where there is no clear solution (Dorner, et al., 1990), and for certain kinds of messages negative messages delivered via games you can’t win may be more powerful than those you can.
This presentation explores a class of games where ‘winning’ doesn’t look the way we expect it to look. Some games don’t allow players to win at all, in which case the ‘message’ is effectively a cautionary tale. The authors refer to these games as “games you can’t win”, and they form a distinctly different approach to game design (examples include: Sweatshop, Darfur is Dying, and September 12th). This presentation will examine the philosophical background of games in education, the design of serious games, and look at both accidental and deliberately designed unwinnable games and how this relates to learning objectives.
4 Pillars of DGBL: A Structured Rating System for Games for LearningKatrin Becker
Videogames are interactive by nature - people proceed in games by doing things, and this experiential quality lies at the very core of game design. Without interaction, it isn’t a game. Videogames are popular precisely because of the experience - games designed for learning can do no less. However, to be feasible for use in formal educational settings, they must do more, and while we are making progress studying games in classrooms, there remain few structured approaches to analysing games that do not include classroom testing.
This presentation will outline the author’s Four Pillars of Game-Based Learning and show using examples how they can be used to perform a structured analysis of both COTS and serious games to assess whether or not a game has potential for use in the classroom.
These four pillars are:
Gameplay - How is it as a game? Is it fun? Is it Interesting? How does it measure up esthetically?
Educational Content - Are there one or more recognizable educational objectives, discernible either from the game itself or from the accompanying support materials.
Teacher Support - Is there adequate teacher support to make viable for use in a formal setting?
Balance - This section examines the game through the lens of the Magic Bullet model to see how well the various learning elements are balanced.
Together these four pillars highlight the key issues associated with the use of games in the classroom.
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change.
‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course.
While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things.
The Gamification Paradigm includes:
Strict cumulative grading.
More tasks to choose from than needed for a perfect score.
Flexible path through content to demonstrate objectives.
Attainment-base student progress.
Criterion-referenced assessment.
The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...Katrin Becker
"There are some things you learn best in calm, and some in storm." Willa Cather (1915)
In this community, the claim that all games are simulations, but not all simulations are games does not seem especially radical. When you look under the hood of a modern simulation or videogame, you see pretty much the same stuff. It hardly seems worth a second thought. We all know that simulation has been at the very core of computer development since the very beginning, and we’ve applied what we know to games for almost as long. Nevertheless, with a very few exceptions, what the rest of the world knows of simulations is very much like the elephant described by the famous blind monks. This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, but thanks to the Internet, videogames, and mobile technology, things have changed. One of the places where things have changed the most is in education and professional development (training of all sorts).
In education, simulations are said to be about real life systems, while games are about fantasy and often times educational simulations have nothing at all to do with computers. Educationists make sweeping assumptions about how simulations get used, including notions that fidelity and realism are requirements for effective learning, and that winning always takes precedence over exploration in games. These notions end up being more limiting than liberating. Clearly, recognizing that games are in fact merely a subset of a larger category of simulations affords opportunities for a fruitful exchange of knowledge, which includes the sharing of methodologies and tools.
Join me as we look at the claim that all games are simulations in more detail. We will examine the dichotomy between modern digital games and the more traditional view of simulations, and what implications this has for the design and development of both ‘pure’ simulations as well as games for learning.
Gamification how to gamify learning and instruction Part 1 (of 3)Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction, part 2 (of 3)Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Informing pedagogy through collaborative inquiryKatrin Becker
SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, “members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. “(Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the author’s experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.
Informing SoTL using playtesting techniquesKatrin Becker
Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the player’s progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student's imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy.
Using cards games as learning objects to teach geneticsKatrin Becker
This presentation reports on the early results of a study of a novel card game used to teach concepts of Mendelian genetics and inheritance in a biology class. The card game being tested is currently in the prototype stage, and the current study seeks to determine if the design of the cards, game rules, and support material are appropriate to meet the intended objectives. The game, which uses domestic rabbit coat colours as the theme has both a novice and a standard variant, both of which will be described. Gameplay is patterned after the popular genre of rummy card games where players must match cards in sets according to specified criteria, in this case the genotypes of the rabbits featured on the cards. Through playing the game and matching phenotypes w/ genotypes as well as determining what can be produced given a specific phenotype and underlying genotype, players will learn basic principles of genetics, including familiarity with standard notation, terminology, and concepts such as genotype vs. phenotype. The game has been tested in several other venues and the results of those playtests will be summarized along with the early results from the current study which is the first test of the game in a biology class. Students were invited to play the game, and reflect on their experience through a survey that includes standard playtesting methodologies. Preliminary results will be presented along with a plan for the next steps.
Gamification how to gamify learning and instruction, Part 3 (of 3)Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. Everything old is new again. Students should NOT be taught how to write! Why? Writing diminishes memory!
3. The Debate: Clark (1983): M edia do not influence learning under any circumstances ! Kozma (1991): M edia produce a unique experience ! (1994) Do not! (1994) Do too! (2007) Still not!
4. The Medium is just like a Truck. Learning Objectives Instructional Methods Content Medium Instructional Designer Learner
11. Serious Games ≠ Educational Games But all Games are Simulations Serious Games Simulations Games Games for Change Games for the Military Adver-games Games for Health Exergames Games for Learning Games for Politics
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15. Educational Game Debates Games Design is all we need. Instructional Design is all we need. Grim Fandango Virtual Frog