Staff INSET for e-Portfolios in FE is seriously lacking. This paper attempts to address some of the issues relating to a proper understanding of the use of e-Portfolios in teaching, learning and formative assessment.
Online networks & the traditional university a prospectusDavid C Roberts
The subject of this report is the development of online learning and how it might affect the university sector. The aim is to consider the potential and threat represented by this technology. To achieve this it is necessary to consider the strengths of the new online learning approaches, their likely development and plausible market reactions. It is a deliberate scenario-setting, written in order to facilitate strategic analysis and responses. The only judgments made are that, first, this is an important topic and that, second, this is in part because teachers have a responsibility to use technology well. No other position of judgment is taken as to what will happen in the coming years but instead four scenarios are described, each conveying a different level of impact upon UK higher education.
Student Achievement in the Digital Age: How emergent technologies can enhance...Richard Hall
My presentation at The Northern Universities Consortium (NUCCAT) annual conference in Manchester on 19 November 2015. See: http://www.richard-hall.org/2015/11/18/student-achievement-in-the-digital-age-how-emergent-technologies-can-enhance-the-academic-experience/
Staff INSET for e-Portfolios in FE is seriously lacking. This paper attempts to address some of the issues relating to a proper understanding of the use of e-Portfolios in teaching, learning and formative assessment.
Online networks & the traditional university a prospectusDavid C Roberts
The subject of this report is the development of online learning and how it might affect the university sector. The aim is to consider the potential and threat represented by this technology. To achieve this it is necessary to consider the strengths of the new online learning approaches, their likely development and plausible market reactions. It is a deliberate scenario-setting, written in order to facilitate strategic analysis and responses. The only judgments made are that, first, this is an important topic and that, second, this is in part because teachers have a responsibility to use technology well. No other position of judgment is taken as to what will happen in the coming years but instead four scenarios are described, each conveying a different level of impact upon UK higher education.
Student Achievement in the Digital Age: How emergent technologies can enhance...Richard Hall
My presentation at The Northern Universities Consortium (NUCCAT) annual conference in Manchester on 19 November 2015. See: http://www.richard-hall.org/2015/11/18/student-achievement-in-the-digital-age-how-emergent-technologies-can-enhance-the-academic-experience/
Universities and Web 2.0: Institutional challengeseLearning Papers
Author: Juan Freire.
The irruption of the Web 2.0 internet in universities does not modify only learning models - organizative models are also challenged, creating important fears among the managers of the institutions. Teachers, researchers and students started some years ago to use social software tools, but in few cases these experiences have allowed any scaling from the individual to the institutional level.
It's Time for Learning to Go Back to School: Next-Generation Approaches Enric...Cognizant
Major structural shifts in offline and online learning delivery will lead to integrated systems that enable adaptive and holistic higher-education learning environments. Digital footprints will pave way for schools and, eventually, employers to discover learners' competencies and interests and match it to their own offerings and talent needs.
Presentation on my research into the status of VLEs in UK schools to the BETT Show 2008. Not attempting to provide examples of 'best practice' but rather to publicise the present variation and need for action.
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
For a political economy of open educationRichard Hall
My presentation at Open Education: Condition Critical, 20 November 2014. See: http://www.richard-hall.org/2014/11/19/for-a-political-economy-of-open-education/
Young people tend to acquire a range and variety of skills and competences through processes of non-formal and informal learning. These skills may be developed when they take on certain responsibilities within their own family, when they meet up with friends, or when they get involved in sport, music-making, through involvement in employment or indeed as a result of voluntary or community work...
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Universities and Web 2.0: Institutional challengeseLearning Papers
Author: Juan Freire.
The irruption of the Web 2.0 internet in universities does not modify only learning models - organizative models are also challenged, creating important fears among the managers of the institutions. Teachers, researchers and students started some years ago to use social software tools, but in few cases these experiences have allowed any scaling from the individual to the institutional level.
It's Time for Learning to Go Back to School: Next-Generation Approaches Enric...Cognizant
Major structural shifts in offline and online learning delivery will lead to integrated systems that enable adaptive and holistic higher-education learning environments. Digital footprints will pave way for schools and, eventually, employers to discover learners' competencies and interests and match it to their own offerings and talent needs.
Presentation on my research into the status of VLEs in UK schools to the BETT Show 2008. Not attempting to provide examples of 'best practice' but rather to publicise the present variation and need for action.
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
For a political economy of open educationRichard Hall
My presentation at Open Education: Condition Critical, 20 November 2014. See: http://www.richard-hall.org/2014/11/19/for-a-political-economy-of-open-education/
Young people tend to acquire a range and variety of skills and competences through processes of non-formal and informal learning. These skills may be developed when they take on certain responsibilities within their own family, when they meet up with friends, or when they get involved in sport, music-making, through involvement in employment or indeed as a result of voluntary or community work...
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
This session will focus on the dilemmas and challenges of providing effective leadership skills for modern schools with digital ICT capabilities. It will review the selected challenges of engaging different generations of staff in ICT based learning and recommend strategies for effective leadership of ICT based schools. It will particularly focus on the issues of how a teacher-librarian and a library can assist to provide relevance and appropriateness of ICT based proposals and programs, and suggest ways to implement leadership policies which enable senior staff to remain accountable whilst all the changes enabled by ICT based learning are occurring within a school.
An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
The Value of Blackboard?
1. The value of
Blackboard ?
Stanley Frielick
Auckland University of Technology
@sfrielick
Presentation at #ANZTLC15
2. ECON101
Difference between
price / cost / value
Cost Price Value
What
does
Bb
cost
to
produce?
How
much
does
an
ins:tu:on
pay
?
What
is
the
value
to
the
customer
?
or
buy
-‐
$3billion
?
TCO
licence
+IT
+
staff
??
7. What are the
‘intangibles’ in Bb ?
Fit
with
academic
prac:ce
/
culture
Increase
or
decrease
‘efficiency’
Learner
experience
Staff
‘capability’
Student
success
…..
8. Perceptions of Bb
hIp://www.lawyersgunsmoneyblog.com/2014/01/christ-‐i-‐hate-‐blackboard
hIps://jennymackness.wordpress.com/2015/07/05/working-‐in-‐blackboard/
!
• Carvalho,
A.,
Areal,
N.,
&
Silva,
J.
(2011).
Students’
percep:ons
of
Blackboard
and
Moodle
in
a
Portuguese
university.
Bri:sh
Journal
of
Educa:onal
Technology,
42(5),
824–841.
hIp://doi.org/10.1111/j.
1467-‐8535.2010.01097.x
• Coopman,
S.
J.
(2009).
A
cri:cal
examina:on
of
Blackboard’s
e-‐learning
environment.
First
Monday,
14(6).
Retrieved
from
hIp://firstmonday.org/ojs/index.php/fm/ar:cle/view/2434
• Dron,
J.
(2006).
Any
color
you
like,
as
long
as
it’s
Blackboard.
World
Conference
on
E-‐Learning
in
Corporate,
Government,
Healthcare,
and
Higher
Educa:on
2006,
2006(1),
2772–2779.
hIp://editlib.org/p/24125
• Heirdsfield,
A.,
Walker,
S.,
Tambyah,
M.,
&
Beutel,
D.
(2011).
Blackboard
As
An
Online
Learning
Environment:
What
Do
Teacher
Educa:on
Students
And
Staff
Think?
Australian
Journal
of
Teacher
Educa:on,
36(7).
hIp://doi.org/
10.14221/ajte.2011v36n7.4
• Wainwright,
K.,
Osterman,
M.,
Finnerman,
C.,
&
Hill,
B.
(2007).
Traversing
the
LMS
terrain.
In
Proceedings
of
the
35th
annual
ACM
SIGUCCS
fall
conference
(pp.
355–359).
New
York,
NY,
USA:
ACM.
hIp://doi.org/hIp://
doi.acm.org.ezproxy.aut.ac.nz/10.1145/1294046.1294130
• Weigel,
V.
(2005).
From
Course
Management
to
Curricular
Capabili:es:
A
Capabili:es
Approach
For
the
Next-‐
Genera:on
Course
Management
System.
EDUCAUSE
Review,
54–67.hIp://net.educause.edu/ir/library/pdf/
erm0533.pdf
!
hIps://www.diigo.com/user/stanleyfrielick/blackboard
!
9. Use of Bb
Between
‘Technological
Obduracy’
and
‘Academic
Resistance’:
Concepts
of
Use
of
Blackboard
and
the
Experience
of
University
Teachers.
!
Julia
Thornton
PhD
thesis
-‐
RMIT
2013
hIps://researchbank.rmit.edu.au/view/rmit:160783
10. Use of Bb
Bb
is
likely
to
linger
in
legacy
form
for
some
years,
given
the
size
of
investment
in
it.
In
addi:on,
it
is
a
rela:vely
rigid,
structured
technology,
unlike
the
more
recently
introduced
social
media
for
teaching
and
learning.
This
means
that
users
are
forced
up
against
the
constraints
of
technological
structure
early
in
their
encounter
with
it,
and
must
find
a
way
to
deal
with
this.
…
Thus,
to
take
the
defini:on
of
the
problem
as
this
is
characterised
in
much
of
the
literature,
it
is
one
of
unskilled
or
recalcitrant
academics
working
with
a
rather
rigid
and
obdurate
technology….
Thornton
p23
11. Use of Bb
Where
deficits
are
presumed
to
be
a
property
of
academic
staff,
explana:ons
of
the
non-‐use
or
ineffec:ve
use
of
online
learning
technologies
are
in
terms
of
either
a
skills
deficit,
insufficient
knowledge
of
correct
teaching
method,
or
are
aIributed
to
a
lack
of
mo:va:on.
These,
especially
where
teachers
are
concerned,
may
also
aIract
discourses
of
blame.….All
of
the
deficit
theories
noted
above,
including
the
most
norma:vely
neutral
found
in
the
“cookbook”
and
“informa:on
literacy”
perspec:ves,
explain
the
problem
of
technology
use
with
reference
to
a
decontextualised
actor.
The
only
differences
are
in
the
degree
of
blame
aIached
to
the
actor
for
the
absence
or
low
frequency
of
technological
use.
In
this
respect
the
actor
–
i.e.,
the
academic
who
is
grappling
with
technology
use
-‐
is
firmly
cast
as
object,
not
subject.
Thornton
p56
!
Deficit
model
built
into
technology:
‘cookbooks’
and
‘helpdesks/supports’
informa:on
literacy
12. Use of Bb
But
the
shape
of
Blackboard
design,
as
I
have
also
remarked
in
a
previous
chapter,
treats
educa:on
as
a
linear,
produc:on-‐line
like
process
where
teaching
“objects”
are
both
reified
and
rendered
sta:c.
Teaching
or
“instruc:on”
as
it
is
referred
to
is
visualised
as
the
processing
of
these
elements
into
tests
and
assignments.
It
valorises
the
place
of
the
teacher
in
the
pedagogical
model,
a
model
characterised
by
a
top-‐down,
teacher-‐
centred
pedagogy
where
the
communica:on
model
can
be
conceived
of
as
hub
and
spoke
or
“one-‐to-‐many”,
and
it
priori:ses
student
management
over
educa:on,
and
acts
as
a
panop:con,
subjec:ng
the
ac:ons
of
“lower”
beings
to
hidden
scru:ny
by
those
in
charge,
whether
they
are
teachers,
or
further
up
the
hierarchy,
administrators.
Thornton
p203
!
13. Use of Bb
for
me,
the
design
of
Blackboard
is
like
100
liIle
Tupperware
containers
on
a
table
and
you’ve
got
to
open
each
lid
and
you
can’t
open
another
lid
un:l
you’ve
closed
one,…..
Thornton
p227
!
15. Use of Bb
While
this
thesis
has
focussed
on
one
par:cularly
universal
but
unsympathe:c
technology,
Blackboard,
a
future
challenge
will
be
to
trace
this
cultural
re-‐ordering
through
its
manifesta:ons
when
the
technology
is
diverse
and
mobile
and
is
itself
part
of
the
genre
of
use.
In
addi:on,
it
is
challenging
to
think
about
the
sorts
of
genres
of
use
and
new
orders
that
will
develop
when
people
start
seriously
designing
pedagogy
models
into
souware.
What
sorts
of
collabora:on
between
which
kinds
of
people
(teachers,
learners,
technicians,
publishers,
freelancers,
technology
designers
and
self-‐help
or
“crowdsourcing”
groups),
and
different
kinds
of
educa:on
(combina:ons,
perhaps,
of
autodidac:c,
automated
and
teacher
supported
learning)
structuring
and
arguing
over
what
forms
of
epistemology
in
a
collapsed
or
perhaps
renewed
university
will
produce
the
orders
of
the
future?
Thornton
p276
!
17. The open learning network
MoI,
J.,
&
Wiley,
D.
(2009).
Open
for
Learning:
The
CMS
and
the
Open
Learning
Network.
In
Educa)on,
15(2).
Retrieved
from
hIp://ineduca:on.ca/index.php/ineduca:on/ar:cle/view/53
18. Next Generation Digital
Learning Environment
NGDLE:
The
quest
to
eat
your
cake
and
have
it
too
Phil
Hill
-‐
e-‐literate
blog
-‐
hIp://mfeldstein.com/ngdle-‐the-‐quest-‐to-‐eat-‐your-‐cake-‐and-‐have-‐it-‐too/
19. Open learning / NGDLE
hIps://:mklapdor.wordpress.com/2015/08/13/you-‐are-‐not-‐in-‐control/
hIps://jennymackness.wordpress.com/2015/07/26/open-‐teaching-‐and-‐learning/
20. A domain of one’s own
As
part
of
the
first-‐year
orienta:on,
each
student
would
pick
a
domain
name.
Over
the
course
of
the
first
year,
in
a
set
of
lab
seminars
facilitated
by
instruc:onal
technologists,
librarians,
and
faculty
advisors
from
across
the
curriculum,
students
would
build
out
their
digital
presences
in
an
environment
made
of
the
medium
of
the
web
itself.
!
They
would
play
with
wikis
and
blogs;
they
would
:nker
and
begin
to
assemble
a
plaworm
to
support
their
publishing,
their
archiving,
their
impor:ng
and
expor:ng,
their
internal
and
external
informa:on
connec:ons.
They
would
become,
in
myriad
small
but
important
ways,
system
administrators
for
their
own
digital
lives.
In
short,
students
would
build
a
personal
cyberinfrastructure,
one
they
would
con:nue
to
modify
and
extend
throughout
their
college
career
—
and
beyond.
!
In
building
that
personal
cyberinfrastructure,
students
not
only
would
acquire
crucial
technical
skills
for
their
digital
lives
but
also
would
engage
in
work
that
provides
richly
teachable
moments
ranging
from
mul:modal
wri:ng
to
informa:on
science,
knowledge
management,
bibliographic
instruc:on,
and
social
networking.
!
Gardner
Campbell
2009
-‐
hIp://er.educause.edu/ar:cles/2009/9/a-‐personal-‐cyberinfrastructure
!
hIps://www.diigo.com/user/stanleyfrielick/domain_own
!
!
23. Reimagine Re-invent education
Can we re-write the operating system of the university ?
Can Bb become more ‘open’ - more like AirBnB & Uber ?
Pivot into a new kind of tech stack like AltSchool ?
!
The true value of Bb will lie in its capacity
to be open, participate in the sharing economy, and
partner with institutions to
re-write the operating system of the university