Co-design workshop for library homepage project #UXLibs 2017Vernon Fowler
Co-design draws on the expertise of researchers, designers, developers, and users. This diversity of perspectives is critical to understanding both users' needs, and service processes and technologies. Effective co-design activities benefit service design projects, the users, and the library. Immediate benefits include generation of better ideas with high user value, and improved knowledge of user needs. Longer-term benefits include greater user satisfaction, and mitigation of change aversion. Using the library homepage as a case for a design project, workshop participants will try their hands at joint creativity to explore options and produce validated iterations ready for prototyping and beta testing.
Learning2gether classroots weekly online professional developmentVance Stevens
This slide show is updated from 2013, on
Learning2gether classroots weekly online professional development -
This session was one of several held this week at Al Ain Men's College (AAMC) as part of an in-house professional development week in April 2013. It was updated on Aug 25, 2013 for the annual MoodleMoot Virtual Conference MMVC13
Description of event:
Learning2gether is a wiki which, since September 2010, has served to organize teachers in meeting online at regular times weekly to conduct free “class-roots” professional development seminars and discuss topics of mutual interest to teachers of ESOL in particular and educators in general. Presenters and participants range from expert to those merely interested in the topics. Participants come from all over the world, but from its inception there has been an effort to involve teaching practitioners in Arab countries through coordination with the TESOL Arabia TAEDTECH-SIG. Sessions are recorded, and a growing archive of recorded resources is accumulating at the associated podcast site. This session will introduce teachers to the endeavor and invite them to become involved.
Co-design workshop for library homepage project #UXLibs 2017Vernon Fowler
Co-design draws on the expertise of researchers, designers, developers, and users. This diversity of perspectives is critical to understanding both users' needs, and service processes and technologies. Effective co-design activities benefit service design projects, the users, and the library. Immediate benefits include generation of better ideas with high user value, and improved knowledge of user needs. Longer-term benefits include greater user satisfaction, and mitigation of change aversion. Using the library homepage as a case for a design project, workshop participants will try their hands at joint creativity to explore options and produce validated iterations ready for prototyping and beta testing.
Learning2gether classroots weekly online professional developmentVance Stevens
This slide show is updated from 2013, on
Learning2gether classroots weekly online professional development -
This session was one of several held this week at Al Ain Men's College (AAMC) as part of an in-house professional development week in April 2013. It was updated on Aug 25, 2013 for the annual MoodleMoot Virtual Conference MMVC13
Description of event:
Learning2gether is a wiki which, since September 2010, has served to organize teachers in meeting online at regular times weekly to conduct free “class-roots” professional development seminars and discuss topics of mutual interest to teachers of ESOL in particular and educators in general. Presenters and participants range from expert to those merely interested in the topics. Participants come from all over the world, but from its inception there has been an effort to involve teaching practitioners in Arab countries through coordination with the TESOL Arabia TAEDTECH-SIG. Sessions are recorded, and a growing archive of recorded resources is accumulating at the associated podcast site. This session will introduce teachers to the endeavor and invite them to become involved.
A presentation for the 7th Casa Thomas Jefferson Seminar in Brailia-DF-Brazil. Having been teaching EFL for 20 years, after I learned more about Web 2.0 and the use of technology in the classroom I suddenly realized all I had learned throughout the years was nothing but a PIECE of SKy. I used the movie YENTL as the main source of inspiration because its central idea is the fact that NOTHING is impossible.
The Future is a Monstrous & Marvelous Mashup!Wayne Hodgins
Slides from my session at Learning 2006 conference in Orlando on Nov.7, 2006
The description was:
The future is already here. What is a mash-up and why is it emerging as the overarching model of the future? Examples can be seen in Wikipedia, Flickr, YouTube, Second Life, MySpace, open source, Amazon, etc. In the emerging “non monetary economy”, people will be "pro-sumers" and experience the ability for Personalization at an industrial and global scale.
Portfolios, Blogs, and Websites: Using the VIUBlog Platform for Student Assig...Michael Paskevicius
Do you want students to share their learning more visibly with their peers?
Are you interested in creating assignments that allow students to collaborate, remix multimedia, and develop literacies for contributing to the open web?
The VIUBlogs service can be used by faculty and students to communicate with peers and/or the community, write collectively, build a portfolio, or engage in reflective writing. An increasing number of faculty are developing learning designs which integrate VIUBlogs as part of student learning activities.
In this session, we will showcase some of the possible ways which you might integrate VIUBlogs into your teaching practice and consider how doing so may make student learning more visible, collaborative, and authentic.
Shaun Hides & Jonathan Shaw
Presented at the Digital Humanities Summer School, KU Leuven 19th September 2013
The Coventry Open Media Class project grew out of the Open Media philosophy and approach that the Department of Media at Coventry University has adopted over the last four years.
It is intended to capture a series of interconnected principles that inform all the work of our department. This is a distinctive, inclusive and strong academic direction and a positive professional and ethical stance for the Department of Media.
Open Media & Communication means:
Open Media – positive and innovative engagements with new media technologies and new media and cultural forms and relationships;
Sustainable Professional Practice – using emerging media practices and relationships and new professional models to develop sustainable flexible profiles, which engage critically with new communities of scholarship and practice.
Engagement - the active participation of staff and students in live and transformative projects and with diverse communities linking the delivery of content in traditional and new formats with projects that have a positive impact;
Globally Visible Media & Communication – using emerging media practices and networks to multiply and leverage the scope, scale and impact of our work.
Open Pedagogies – teaching and learning which is collaborative, media-enabled, expanded and Open we use innovative learning styles, incorporate the contributions of students and dialogue with leading scholars and professionals across the globe as well as libre material, crowd-sourcing, the strategic and reflective use of new technologies to develop extended communities and networks;
This approach has seen us review our entire teaching portfolio. We now emphasize developing the ability of our students to work flexibly and in mobile ways, with strategic insight into the transforming media landscape, to develop a sustainable practice in their field.
We have made changes on numerous levels:
focusing our teaching contact during the week to give students an intensive experience;
giving ‘branded’ dedicated base spaces for each course, enabling students to feel a sense of home and community;
offering professional project and international opportunities to all students;
relating all our teaching to our Applied Research, staff professional practice and the CU Digital Media Grand Challenge;
using new modes of teaching, learning, research, and practice;
making extensive use of supported mobile technologies – laptops, tablets and other devices available for students and staff.
A wiki is free, functional and fabulous. This presentation will reveal how a wiki-centric classroom can easily be developed to provide a constructivist tool for collaboration, communication, publishing, presentation and assessment. Topics covered include the nuts and bolts of setting up a wiki, ideas for classroom use and best practice use of wikis internationally. The Edublog 2006 award winning wiki “Flat Classroom Project” will be featured along with a discussion of how to integrate Web 2.0 tools into the wiki environment.
For more information see: http://julielindsaylinks.pbwiki.com/
A presentation for the 7th Casa Thomas Jefferson Seminar in Brailia-DF-Brazil. Having been teaching EFL for 20 years, after I learned more about Web 2.0 and the use of technology in the classroom I suddenly realized all I had learned throughout the years was nothing but a PIECE of SKy. I used the movie YENTL as the main source of inspiration because its central idea is the fact that NOTHING is impossible.
The Future is a Monstrous & Marvelous Mashup!Wayne Hodgins
Slides from my session at Learning 2006 conference in Orlando on Nov.7, 2006
The description was:
The future is already here. What is a mash-up and why is it emerging as the overarching model of the future? Examples can be seen in Wikipedia, Flickr, YouTube, Second Life, MySpace, open source, Amazon, etc. In the emerging “non monetary economy”, people will be "pro-sumers" and experience the ability for Personalization at an industrial and global scale.
Portfolios, Blogs, and Websites: Using the VIUBlog Platform for Student Assig...Michael Paskevicius
Do you want students to share their learning more visibly with their peers?
Are you interested in creating assignments that allow students to collaborate, remix multimedia, and develop literacies for contributing to the open web?
The VIUBlogs service can be used by faculty and students to communicate with peers and/or the community, write collectively, build a portfolio, or engage in reflective writing. An increasing number of faculty are developing learning designs which integrate VIUBlogs as part of student learning activities.
In this session, we will showcase some of the possible ways which you might integrate VIUBlogs into your teaching practice and consider how doing so may make student learning more visible, collaborative, and authentic.
Shaun Hides & Jonathan Shaw
Presented at the Digital Humanities Summer School, KU Leuven 19th September 2013
The Coventry Open Media Class project grew out of the Open Media philosophy and approach that the Department of Media at Coventry University has adopted over the last four years.
It is intended to capture a series of interconnected principles that inform all the work of our department. This is a distinctive, inclusive and strong academic direction and a positive professional and ethical stance for the Department of Media.
Open Media & Communication means:
Open Media – positive and innovative engagements with new media technologies and new media and cultural forms and relationships;
Sustainable Professional Practice – using emerging media practices and relationships and new professional models to develop sustainable flexible profiles, which engage critically with new communities of scholarship and practice.
Engagement - the active participation of staff and students in live and transformative projects and with diverse communities linking the delivery of content in traditional and new formats with projects that have a positive impact;
Globally Visible Media & Communication – using emerging media practices and networks to multiply and leverage the scope, scale and impact of our work.
Open Pedagogies – teaching and learning which is collaborative, media-enabled, expanded and Open we use innovative learning styles, incorporate the contributions of students and dialogue with leading scholars and professionals across the globe as well as libre material, crowd-sourcing, the strategic and reflective use of new technologies to develop extended communities and networks;
This approach has seen us review our entire teaching portfolio. We now emphasize developing the ability of our students to work flexibly and in mobile ways, with strategic insight into the transforming media landscape, to develop a sustainable practice in their field.
We have made changes on numerous levels:
focusing our teaching contact during the week to give students an intensive experience;
giving ‘branded’ dedicated base spaces for each course, enabling students to feel a sense of home and community;
offering professional project and international opportunities to all students;
relating all our teaching to our Applied Research, staff professional practice and the CU Digital Media Grand Challenge;
using new modes of teaching, learning, research, and practice;
making extensive use of supported mobile technologies – laptops, tablets and other devices available for students and staff.
A wiki is free, functional and fabulous. This presentation will reveal how a wiki-centric classroom can easily be developed to provide a constructivist tool for collaboration, communication, publishing, presentation and assessment. Topics covered include the nuts and bolts of setting up a wiki, ideas for classroom use and best practice use of wikis internationally. The Edublog 2006 award winning wiki “Flat Classroom Project” will be featured along with a discussion of how to integrate Web 2.0 tools into the wiki environment.
For more information see: http://julielindsaylinks.pbwiki.com/
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
MEXTESOL Regional Conference - March 5, 2022
Flow is what we feel when we are fully alive.
Flow involves what we do and is in harmony with the environment around us.
Flow is something that happens most easily when we sing, dance, do sports – but it can happen when we work, read a good book, or have a good conversation.
Esta presentación cubre una breve descripción de la evaluación sumativa, formativa y dinámica y contrasta cómo se aplican los diferentes instrumentos a cada uno.
Inspired by Booth, Colomb, & Williams' (2008) The Craft of Research, this brief presentation is designed for English language learning writers who are considering research a topic for developing an academic text.
An introduction of a personal and professional eportfolio for the English language teacher trainer and life-long learner. It is recommended that eportfolios remain easy to navigate and easy to read.
When writing academic writing texts, consider indentations, margins, citations and references, headings, active voice preferred, text, and serial (Oxford) comma.
A talk conducted May 25, 2018 at the UPTC 2018 on what practice means within an EFL/ESL context, utilizing a flipped learning approach and performance tasks.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
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.
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.
12. WHY CULTIVATE AN EPORTFOLIO?
“Check [progress], achievements,
etc.”
“…I am sure it will be helpful in next semesters. I always
lose my physical portfolios.”
“I think it is useful because it reflects your work throughout
the semester.”
“Yes, it is really helpful because I can do self-evaluation.
Besides it allows me to think and reflect on the learning
process I've been through."
“to follow your own progress and evaluate if your are improving”
13. WHY CULTIVATE AN EPORTFOLIO?
“I think it could help in the future when I [need it].”
“Personally, the developing of e-portfolios works better for
me because I can edit the content of my work based on
the comments that the teachers leave for me, so I think
that at the end I have a better product if I work with [e-
portfolios].”
“Yes, I like e- portfolios because throughout the semester I
work and everything is saved there, I do not have to
arrange everything till the end. I [optimize] time,
organization. Besides I do not suffer if I do not have a
printer and also I save paper.”
“it is good for the planet”
14. WHY CULTIVATE AN EPORTFOLIO?
“It helps students because it can show people how or
what we think about the [language] and teaching.”
“In my experience, an e-portfolio represents a better
option than a printed portfolio [for] various reasons; first,
it's cheaper than the latter and also eco-friendly. It's also
easier to use when it comes to feedback comments from
my teachers and/or classmates. In general, I prefer them
over traditional portfolios.”
15. WHY CULTIVATE AN EPORTFOLIO?
“Besides being environmentally friendly, it allows for better
preservation of information and the possibility to open it up
as Free Content (making it available under an open
license for others to see and reuse). I am an open-source
kind of guy, I use free software and my computer uses an
open-source OS, and I follow free content initiatives such
as the Wikimedia Foundation, so this is important to me.”
“It [helps] me to increase my confidence [in] the products I
do. In addition, it is good receiving feedback from my
classmates or even other unknown people who are
interested in my products.”
16. WHY CULTIVATE AN EPORTFOLIO?
“I think it could help in the future when I [need it].”
“Personally, the developing of e-portfolios works better for
me because I can edit the content of my work based on
the comments that the teachers leave for me, so I think
that at the end I have a better product if I work with [e-
portfolios].”
“Yes, I like e- portfolios because throughout the semester I
work and everything is saved there, I do not have to
arrange everything till the end. I [optimize] time,
organization. Besides I do not suffer if I do not have a
printer and also I save paper.”
Editor's Notes
BEN
Leading question to participants: How many are currently using eportfolios? Under what contexts?