eLC Time Factor Update Meeting. 06-01-2011. Time Factor Thematic Research Seminar.Perspectives of the Time Factor in E-learning.Social and cultural time.
Academic time. Behavioural time.Planning and Time Regulation .Temporal affordance of Computer Learning Environments . (Margarida Romero, PhD.)
Time factor updatemeeting-elc-01june2011-v8-last-releaseMargarida Romero
Romero, M. Llorens, F., Perez, A., Franco, M., Hettiarachchi, E., Esposito, A.
(2011). Time factor in e-learning collaborative concept map. Time factor Update Meeting, 1st June, Elearn Center. UOC.
Time factor updatemeeting-elc-01june2011-v8-last-releaseMargarida Romero
Romero, M. Llorens, F., Perez, A., Franco, M., Hettiarachchi, E., Esposito, A.
(2011). Time factor in e-learning collaborative concept map. Time factor Update Meeting, 1st June, Elearn Center. UOC.
ASLA XXIII Biennial Conference - Lyn Hay - Project management is an essential life skill for 21st century learners. This session is based on the findings of a research study which explored students' use of Web 2.0 technologies to support the completion of an inquiry-based project. The study found students lacked project management skills as part of the inquiry learning process. Participants will be presented with a range of strategies and examples of how project management may be made more explicit when designing inquiry-based learning units.
Microlearning - Concepts, Examples, Critical Issues and Questionsc60357
Paper presented by Theo Hug at the WLE/LMLG workshop at the Alpine Rendez-Vous 2009 on "Technology-enhanced learning in the context of technological, societal and cultural transformation," November 30 to December 1 in Garmisch-Partenkirchen
ASLA XXIII Biennial Conference - Lyn Hay - Project management is an essential life skill for 21st century learners. This session is based on the findings of a research study which explored students' use of Web 2.0 technologies to support the completion of an inquiry-based project. The study found students lacked project management skills as part of the inquiry learning process. Participants will be presented with a range of strategies and examples of how project management may be made more explicit when designing inquiry-based learning units.
Microlearning - Concepts, Examples, Critical Issues and Questionsc60357
Paper presented by Theo Hug at the WLE/LMLG workshop at the Alpine Rendez-Vous 2009 on "Technology-enhanced learning in the context of technological, societal and cultural transformation," November 30 to December 1 in Garmisch-Partenkirchen
ABSTRACT
Witnessing a process of renewal and innovation in the Spanish university system. With the entry into force of the European Higher Education Area (EHEA) will be major changes not only in the formation process of university degrees, but also in the approach to teaching-learning methodologies to develop basic skills in Spanish professional future. From this perspective the introduction of participatory social character in the classroom can foster meaningful learning, developing skills for self-learning and allow new possibilities for development of teaching. All this, restart innovative learning processes in students and their teachers, causing them to exceed the traditional college class. This communication presents some thoughts on participatory methodologies and techniques or tools for their applicability to university students, with a view to full membership of the European Higher Education Area. Also shown are some limitations and overcome them in the Spanish university context
Communication, visualization and social aspects involved on a virtual collabo...TelEduc
In: publicado em Journal of 3D-Forum Society, HC-2000 Third International Conference on Human and Computer, September 6-9, 2000, Japan. Em inglês , 5 páginas.
Autores: Heloisa Vieira da Rocha, Janne Yukiko Yoshikawa Oeiras, Luciana Alvim Santos Romani
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Presentació de l'eLearn Center, l'espai de la Universitat Oberta de Catalunya (UOC) per facilitar la recerca aplicada en e-learning, fomentar la innovació en aquest àmbit i transmetre a dins i a fora de la institució el valor de l'e-learning com a element constitutiu de la identitat de la UOC.
Presentación del seminario 'Estudio etnográfico sobre el impacto educativo y comunitario del modelo 1x1 en una localidad de Uruguay', impartido por Mónica da Silva, investigadora de la Universidad de la República (Uruguay).
11 de julio de 2013.
eLearn Center
Presentation by Terry Anderson at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Presentation by Sarah Guri-Rosenblit at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Presentation by Betty Collis at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Presentation by Ferran Ruiz at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
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
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
Time factor Seminar
1. Dra. Margarida Romero [email_address] Time factor Thematic Research Seminar The time factor perspectives collaborative conceptual map Presenting Ph.D. Students: Llorens, F. Perez-Poch, A. Franco-Casamitjana, M. Hettiarachchi, E. (virtual) Esposito, A. Thematic Research Seminar : Dra. Barberà, Dra. Romero Ph.D. Students: Anglada, O., Espositio, A., Llorens, F., Sabulsky, G., Vazquez, A., Castro, P., Franco-Casamitjana, M., Izquierdo, J.V., Hettiarachchi, E., Perez-Poch, A. Quesada, A.V., Medina, J.L. 1st June 2011. Elearn Center. Time factor Thematic Research Seminar Time factor Thematic Research Seminar Romero, M. Llorens, F., Perez, A., Franco, M., Hettiarachchi, E., Esposito, A.
2. Part of the PhD. Candidates participating in the Time Factor Thematic Research Seminar follow the event on Twitter #timefactor #elearning #uoc #phd
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18. Knowledge Desire Skills Habits Consistent, often unconscious pattern of behaviour Control of own time often leads to Life Satisfaction: Macan, Shahani, Dipboye, Peek (1990). Behavioural time Habits
19. Personal Rythms, Adaptive Time, Acceleration Gros, Barbara & Kirschner (2010). Time personalisation Time as perception Lifelong Learner’s expectations Thorpe (2006) Integration of the studies in the lifestyle Tresman (2002) Self-paced learners and social software Anderson et al (2010) Time use expectations of NetGen students in higher eduation Ramanau et al (2010) Behavioural time
20.
21.
22.
23.
24.
25. Time affordances of Computer Learning Environments Most studies in learning and teaching process in e-learning mainly focus on pedagogical benefits of technology and how they absorb more or less students' time (Gros, Barberà & Kirschner, 2010). Accounts on time affordances of ICTs tools and environments for learning purposes can be directly or indirectly inferred from studies in: - systematic views of distance education (Bates, 2005); - CSCL (e.g. Scardamalia and Bereiter, 1997; Dewiyanti et al., 2007 ; Sarmiento and Stahl, 2008) ; - learner experiences with ICTs as reported from educational technology research (Thorpe, 2006; Anderson et al., 2010); - approaches in design of computer-mediated environments (e.g. Jones & Warren, 2006). Otherwise, issues of time affordances can be contextualized within the wide debate on the term “affordances”.
26. Time affordances of Computer Learning Environments Bates (2005) describes inherent delivery features of technologies, that identify the main distinction of synchronous and asynchronous e-learning contexts (see also Hrastinski, 2008). Many authors studied time management and perception as 'effects' of use of asynchronous web forums (Scardamalia & Bereiter, 1994; Dewayanti e al., 2007). Other scholars (Anderson, Poellhuber & McKerlich, 2010) highlighted than in less than a decade, a plenty of new communication technologies has been disrupting the traditional model of self-paced e-learner, enabling different time patterns to be adopted within and beyond the institutional virtual learning environments. However, empirical studies (Thorpe, 2006) report that ‘email’ keeps on being perceived by e-learners as the most ‘time saving’ among ICTs.
27. Time affordances of Computer Learning Environments ‘ Efficiency’ seems to be the main time affordance of technology as expected by learners. But this can be sometimes misleading even for designers. In fact, more complex digital environments are emerging and challenging the popular assumption of technology as a learning accelerator. For instance, Jones & Warren (2010) show how the use of a MUVE (multi-user virtual environment) is proved to imply a remarkable increase of learning time for students. To face that, the authors consider a re-modeling of the 3-D environment’s time affordances through intelligent agents, aiming to guide learners’ behaviour and optimize their learning time. In parallel, they intend to reduce the time that teachers have to devote to repetitive kind of support.
28. Time affordances of Computer Learning Environments The notion of ‘ Affordances ’ has being highly contested over time (Oliver, 2006; Conole, 2011), but it is worth exploring it because it can shed light on ways in which ICTs shape learning time and collaborative work. McLoughlin (2007) defines affordances as “can do’s”, highlighting the meaning of ‘potentiality for action’ underlying this concept and characterising ICT tools and environments. Here we briefly consider the positions hold by Conole & Dyke (2004) and by Oliver (2006) and their implications for time affordances.
29. Time affordances of Computer Learning Environments Conole & Dyke (2004) build their taxonomy of ICTs affordances as socially-constructed accounts of technology and list a range of qualities attributable to ICTs, such as multimodality and non-linearity, reflection, immediacy. In their taxonomy, ‘time’ - as associated to a specific technology - appears to be mainly seen as a negative affordance (e.g. ‘time-consuming’ constraint) rather than a potentiality that can shape learner’s behaviour in creative ways. Oliver (2006) suggests an idea of affordances of ICT environments as referred to a literary analysis of technology , drawing from Bakthin’s work on analysis of literary genres. Technology should be studied as an evolving form of cultural artifact , in which social and historical production, as well as intentionality, are highlighted. In this perspective, ‘time affordances’ in ICTs can be intended in a more holistic way, as a dialectic dimension that is being intentionally co-constructed by actors in a specific educational context.
30. Time affordances of Computer Learning Environments In this line (even if independently with respect to Oliver’s discussion), Ligorio & Ritella (2009) build on the Bakthin’s notion of ‘chronotope’ to explore time affordances of an ICT-enhanced environment in a blended learning project. ‘ A chronotope is a genre of movement or pacing in the space that participants adopt over the temporal duration of an activity” (Ligorio & Ritella, 2009, p. 433). The authors utilize the lens of ‘chronotope’ to interpret the uniqueness of space/time dimension of the learning environment being constructed and used by participants. Adopting a musical metaphor, three different tempos (Adagio, Andante, Allegretto) are identified as occurring during the learning experience as a whole. Each tempo results as depending on features of tools being used, aims of the specific activities undertaken and different skills applied by participants.
31. Time affordances of Computer Learning Environments Two highlights as a provisional conclusion of these short notes: 1. The emerging complex digital landscape of new tools and environments induces further consideration of ICTs time affordances not as mere inherent qualities of individual technologies, but as enabling factors to be modeled by learning designers to actually fulfill time efficiency's expectations and to match learning and organizational needs of specific educational contexts. 2. Although further exploration and operationalisation of the interpretation of 'time affordances' within a literary analysis of technology and the notion of ‘chronotope’ are needed, both seem to constitute interesting holistic perspectives to interpret emerging networked learning environments (such as MOOCs, 'massive online open courses') and their time affordances.