Presentation at Toronto Wiki Tuesdays, Feb 2, 2010 re: using wikis as a learning management system alternative (Boooooo Blackboard.) Happy to talk further about this with those interested.
Social media tools and applications in Higher EducationCarlos Santos
This document discusses the use of social media tools and applications in higher education. It addresses why these tools should be used, including conforming to labor demands and passing knowledge to future generations. It also discusses what social media can offer at the curricular level, including blended learning and intermediate distance activities. Pedagogical impacts are addressed, including focus on single units and potential engagement issues. The roles of learning, teaching, and technology are examined, as well as questions around framing social contexts and whether learning management systems or personal learning environments are better suited.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
This document discusses blended learning and e-environments. It defines blended learning as combining face-to-face learning with online opportunities. It explores how online spaces can support inclusive practices in education. Various learning theories are mentioned, such as cognitive constructivism and social constructionism. The document then discusses how technology could be introduced in teaching practices based on Laurillard's conversational framework. Finally, some examples of good practices using technology at the University of Creative Arts are provided.
The document discusses different models of elearning and provides guidance on choosing the right model. It outlines 8 common elearning models: etraining, distance education, blended learning types 1 and 2, virtual classrooms types 1 and 2, communities of practice, MOOCs, and flipped classroom. It also discusses the extremes of self-paced vs facilitated elearning and notes facilitated has benefits like regular teacher presence and a richer learning experience but requires more resources. Overall, the document provides tips for designing an effective online course, including breaking content into bite-sized chunks, using a variety of tasks and activities, and providing regular feedback.
The document discusses course management systems (CMS), which are internet-based software that manages student enrollment, tracks performance, and distributes course content. CMS have been widely adopted in colleges and universities and are becoming increasingly popular in K-12 classrooms. Common CMS platforms include Moodle, Blackboard, and WebCT. CMS offer advantages like motivating student participation, supporting meaningful learning, and extending instruction outside the classroom through individual and collaborative activities. They also allow for personalized instruction to accommodate different learners and provide enrichment or remediation opportunities.
The School Library and the Virtual Learning EnvironmentSLA
The document discusses virtual learning environments (VLEs), how they differ from intranets, their main features and benefits. It notes potential issues for school libraries with the introduction of a VLE, including the risk of the library becoming peripheral. However, it also discusses ways librarians could get involved in the selection, implementation and management of VLEs. This includes adapting resources to engage readers, support learning and promote library services through the VLE.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Social media tools and applications in Higher EducationCarlos Santos
This document discusses the use of social media tools and applications in higher education. It addresses why these tools should be used, including conforming to labor demands and passing knowledge to future generations. It also discusses what social media can offer at the curricular level, including blended learning and intermediate distance activities. Pedagogical impacts are addressed, including focus on single units and potential engagement issues. The roles of learning, teaching, and technology are examined, as well as questions around framing social contexts and whether learning management systems or personal learning environments are better suited.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
This document discusses blended learning and e-environments. It defines blended learning as combining face-to-face learning with online opportunities. It explores how online spaces can support inclusive practices in education. Various learning theories are mentioned, such as cognitive constructivism and social constructionism. The document then discusses how technology could be introduced in teaching practices based on Laurillard's conversational framework. Finally, some examples of good practices using technology at the University of Creative Arts are provided.
The document discusses different models of elearning and provides guidance on choosing the right model. It outlines 8 common elearning models: etraining, distance education, blended learning types 1 and 2, virtual classrooms types 1 and 2, communities of practice, MOOCs, and flipped classroom. It also discusses the extremes of self-paced vs facilitated elearning and notes facilitated has benefits like regular teacher presence and a richer learning experience but requires more resources. Overall, the document provides tips for designing an effective online course, including breaking content into bite-sized chunks, using a variety of tasks and activities, and providing regular feedback.
The document discusses course management systems (CMS), which are internet-based software that manages student enrollment, tracks performance, and distributes course content. CMS have been widely adopted in colleges and universities and are becoming increasingly popular in K-12 classrooms. Common CMS platforms include Moodle, Blackboard, and WebCT. CMS offer advantages like motivating student participation, supporting meaningful learning, and extending instruction outside the classroom through individual and collaborative activities. They also allow for personalized instruction to accommodate different learners and provide enrichment or remediation opportunities.
The School Library and the Virtual Learning EnvironmentSLA
The document discusses virtual learning environments (VLEs), how they differ from intranets, their main features and benefits. It notes potential issues for school libraries with the introduction of a VLE, including the risk of the library becoming peripheral. However, it also discusses ways librarians could get involved in the selection, implementation and management of VLEs. This includes adapting resources to engage readers, support learning and promote library services through the VLE.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.
Blended learning, LMS, learning paths.Overview of my dissertation.Cindy De Smet
Presented on 25/03/2015 in Kortrijk, AUGent seminaries onderwijskunde
This presentation gives a short overview of my dissertation. Some slides have been removed, due to copyright regulations. Slides are mainly in English, but some are written in Dutch. If you want an electronic version of my dissertation, just let me know.
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106Michael Johnson
This document discusses uses of video annotation software to promote deep learning. It begins by listing several free and paid video annotation tools. It then defines deep learning as an active, engaged approach to learning that involves relating ideas, gaining overviews, and creating structures. The document outlines 15 specific uses of video annotation that can promote deep learning, such as providing instructor, peer, and self feedback; annotating examples and non-examples; and analyzing works of art. It concludes by asking the reader about other potential uses and their key takeaways.
This document summarizes research on the use of wikis to support collaborative learning. It outlines theories of collaborative learning put forth by Vygotsky and Siemens. Two studies are described that found wiki use in educational settings supported perceived learning and collaboration among students. However, limitations included the self-reported nature of results and lack of control groups in the studies. Overall, the document reviews literature arguing wikis and other collaborative online platforms can promote learning as described in collaborative learning theories.
Online interactive session using google docs® at post graduate tertiary educa...CITE
This document summarizes an online interactive session using Google Docs for a post-graduate education course at the University of Hong Kong. The session was conducted remotely due to the instructor being out of Hong Kong. Students participated by discussing topics on discussion boards created in Google Docs. While full participation was achieved, there were also technical issues with Google Docs that caused problems for some students. Overall, students found the experience valuable, but the document notes that the format may need improvements to address technical limitations for large group discussions.
This document discusses social learning theory and its application to continuous professional development. It begins with two questions about social learning and defines it as collaborative, interactive learning that utilizes technology and allows the learner to be in control. It then outlines nine pedagogical principles for social learning, including active learning, learner-teacher and learner-learner interaction, shared goals, gamification, and developing self-efficacy. The document provides three examples of applying social learning principles and concludes with reflections on focusing on learning purposes and outcomes rather than just interactions, and how social learning can be embedded in workplace and course-based learning.
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
This document outlines a presentation on wikis and collaborative learning. It discusses key points from Van Dijck on Wikipedia's collaborative environment. It reviews research on wikis and collaborative learning that found wikis can facilitate collaboration, provide different perspectives, and support constructivist and connectivist learning theories. However, some students were hesitant to edit others' work. Overall, studies show wikis are useful collaborative tools that can promote learning.
RIMES: Embedding Interactive Multimedia Exercises in Lecture VideosJuho Kim
- RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
- Juho Kim, Elena L. Glassman, Andrés Monroy-Hernández, Meredith Ringel Morris
- Presented at CHI 2015
- We introduce RIMES, a system that allows teachers to embed interactive multimedia exercises within online lecture videos. Students can record audio, video, and ink-based answers, and teachers can review the responses.
MOOCs (Massive Open Online Courses) are online courses that are aimed at unlimited participation and open access via the web. The first MOOC was developed in 2008 and allowed thousands of students to enroll. While MOOCs are free to participate in, they may have some disadvantages like a lack of face-to-face interaction and technical problems. MOOCs can be relevant for high school students by providing an engaging online platform for teachers and students to share knowledge informally and work collaboratively.
This document discusses various massive open online courses (MOOCs) platforms and providers. It begins by defining a MOOC as an online course aimed at unlimited participation and open access via the web, using videos, readings, and problem sets along with interactive discussion forums. It notes that MOOCs are a recent development in distance education. It then discusses some key characteristics of MOOCs including being free, open to anyone with an internet connection, and having very large enrollments. The document goes on to summarize several major MOOC platforms including edX, Coursera, Udacity, Khan Academy, and a proposed local platform called Knowbita. It provides brief overviews of their approaches, features, and
This document summarizes the history and current state of MOOCs (Massive Open Online Courses). It discusses the first MOOC offered in 2008 and the launch of major MOOC providers like Udacity, Coursera, and edX in 2012. It also describes the differences between cMOOCs (based on connectivist principles) and xMOOCs (focused on traditional course formats). Finally, it discusses opportunities and challenges of MOOCs for libraries and ways that librarians can get involved through activities like content curation, professional learning networks, and embedded librarianship.
This document discusses personal learning environments (PLEs) as an alternative to traditional course management systems (CMS) like Blackboard and Moodle. It defines PLEs as systems that allow learners to take control of and manage their own learning through setting goals, managing content and processes, and connecting with others. PLEs utilize various lightweight, learner-controlled tools from across the web rather than a single centralized system. The document provides examples of how to create a basic PLE using free web services and platforms.
A Richer Blend - Integrating Web and 3D learning environmentsDaniel Livingstone
The document discusses integrating virtual learning environments like Second Life with web-based tools to provide more effective support for learning. It describes a case study where a university course used blended learning with Second Life and encountered technical issues and a lack of clear learning goals until more specific project ideas were provided. To address these challenges, the Sloodle project aims to integrate 3D virtual worlds with web tools like Moodle to support reflection, communication, assessment and user management for richer blended learning experiences.
The document discusses issues around initiating and maintaining student participation in online learning platforms and social software. It notes that requiring participation through external controls like grading can increase activity but may not foster deeper learning or collaboration. Simply providing tools and expecting voluntary participation often results in low levels of engagement. Instead, participation is more successful when it serves student interests and needs, allows a sense of ownership, and supports different types of learning like expanding opportunities rather than just completing tasks. Overall, the question is raised whether true participation, autonomy and collaboration can be achieved through compulsory controls or if new pedagogical models are needed.
STLHE 2015 - From Mobile Access to Multi-device Learning Ecologies: A Case StudyPaul Hibbitts
As mobile access is turning into primary access, many universities and organizations find themselves constantly challenged to keep up with student expectations. At the same time, we have moved further into an age of networked information and students have easier access to better quality educational resources outside of university than ever before. Faced with these opportunities, university instructor and software interaction designer Paul Hibbitts has pushed the boundaries of his multi-device course companions in order to improve learner experience and better support an open and ever-evolving learning ecology.
A micronized vle for large scale online courses v3NPO CCC-TIES
The document summarizes a presentation given at the Second International Symposium on Educational Information Systems on March 7th, 2014. It discusses the development of TIES (Teaching and Educational Information System), a micronized virtual learning environment (VLE) created by NPO CCC-TIES for use in large-scale online courses (MOOCs). Key points include:
- TIES was first developed in 1996 and has evolved through several versions to its current form, with features like micro lectures, e-books, communities, and competency-based education.
- Studies show most MOOC students prefer very short (1-2 minute) video lectures and have low completion rates. TIES and its
On November 7th Anka Mulder, President of the Board of Directors, gave a keynote presentation for the Asia Regional OpenCourseWare and OpenEducation Conference (AROOC) in Tokyo, Japan.
The Value of Synchronous Communication in Online Learning EnvironmentsMichael Coghlan
Synchronous communication tools can provide important pedagogical and social benefits in online courses. A survey found that immediacy of feedback was a key pedagogical benefit, while community building and personal engagement were important social and affective benefits. However, synchronous activities can constrain students' independence and flexibility. To resolve this, instructors should not make synchronous sessions compulsory and should offer options for asynchronous participation as well. Synchronous tools work best for small group activities rather than whole class instruction.
Self-directed & lifelong Learning in the Information age: Can PLEs help?Nona Press
This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements
The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.
Blended learning, LMS, learning paths.Overview of my dissertation.Cindy De Smet
Presented on 25/03/2015 in Kortrijk, AUGent seminaries onderwijskunde
This presentation gives a short overview of my dissertation. Some slides have been removed, due to copyright regulations. Slides are mainly in English, but some are written in Dutch. If you want an electronic version of my dissertation, just let me know.
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106Michael Johnson
This document discusses uses of video annotation software to promote deep learning. It begins by listing several free and paid video annotation tools. It then defines deep learning as an active, engaged approach to learning that involves relating ideas, gaining overviews, and creating structures. The document outlines 15 specific uses of video annotation that can promote deep learning, such as providing instructor, peer, and self feedback; annotating examples and non-examples; and analyzing works of art. It concludes by asking the reader about other potential uses and their key takeaways.
This document summarizes research on the use of wikis to support collaborative learning. It outlines theories of collaborative learning put forth by Vygotsky and Siemens. Two studies are described that found wiki use in educational settings supported perceived learning and collaboration among students. However, limitations included the self-reported nature of results and lack of control groups in the studies. Overall, the document reviews literature arguing wikis and other collaborative online platforms can promote learning as described in collaborative learning theories.
Online interactive session using google docs® at post graduate tertiary educa...CITE
This document summarizes an online interactive session using Google Docs for a post-graduate education course at the University of Hong Kong. The session was conducted remotely due to the instructor being out of Hong Kong. Students participated by discussing topics on discussion boards created in Google Docs. While full participation was achieved, there were also technical issues with Google Docs that caused problems for some students. Overall, students found the experience valuable, but the document notes that the format may need improvements to address technical limitations for large group discussions.
This document discusses social learning theory and its application to continuous professional development. It begins with two questions about social learning and defines it as collaborative, interactive learning that utilizes technology and allows the learner to be in control. It then outlines nine pedagogical principles for social learning, including active learning, learner-teacher and learner-learner interaction, shared goals, gamification, and developing self-efficacy. The document provides three examples of applying social learning principles and concludes with reflections on focusing on learning purposes and outcomes rather than just interactions, and how social learning can be embedded in workplace and course-based learning.
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
This document outlines a presentation on wikis and collaborative learning. It discusses key points from Van Dijck on Wikipedia's collaborative environment. It reviews research on wikis and collaborative learning that found wikis can facilitate collaboration, provide different perspectives, and support constructivist and connectivist learning theories. However, some students were hesitant to edit others' work. Overall, studies show wikis are useful collaborative tools that can promote learning.
RIMES: Embedding Interactive Multimedia Exercises in Lecture VideosJuho Kim
- RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
- Juho Kim, Elena L. Glassman, Andrés Monroy-Hernández, Meredith Ringel Morris
- Presented at CHI 2015
- We introduce RIMES, a system that allows teachers to embed interactive multimedia exercises within online lecture videos. Students can record audio, video, and ink-based answers, and teachers can review the responses.
MOOCs (Massive Open Online Courses) are online courses that are aimed at unlimited participation and open access via the web. The first MOOC was developed in 2008 and allowed thousands of students to enroll. While MOOCs are free to participate in, they may have some disadvantages like a lack of face-to-face interaction and technical problems. MOOCs can be relevant for high school students by providing an engaging online platform for teachers and students to share knowledge informally and work collaboratively.
This document discusses various massive open online courses (MOOCs) platforms and providers. It begins by defining a MOOC as an online course aimed at unlimited participation and open access via the web, using videos, readings, and problem sets along with interactive discussion forums. It notes that MOOCs are a recent development in distance education. It then discusses some key characteristics of MOOCs including being free, open to anyone with an internet connection, and having very large enrollments. The document goes on to summarize several major MOOC platforms including edX, Coursera, Udacity, Khan Academy, and a proposed local platform called Knowbita. It provides brief overviews of their approaches, features, and
This document summarizes the history and current state of MOOCs (Massive Open Online Courses). It discusses the first MOOC offered in 2008 and the launch of major MOOC providers like Udacity, Coursera, and edX in 2012. It also describes the differences between cMOOCs (based on connectivist principles) and xMOOCs (focused on traditional course formats). Finally, it discusses opportunities and challenges of MOOCs for libraries and ways that librarians can get involved through activities like content curation, professional learning networks, and embedded librarianship.
This document discusses personal learning environments (PLEs) as an alternative to traditional course management systems (CMS) like Blackboard and Moodle. It defines PLEs as systems that allow learners to take control of and manage their own learning through setting goals, managing content and processes, and connecting with others. PLEs utilize various lightweight, learner-controlled tools from across the web rather than a single centralized system. The document provides examples of how to create a basic PLE using free web services and platforms.
A Richer Blend - Integrating Web and 3D learning environmentsDaniel Livingstone
The document discusses integrating virtual learning environments like Second Life with web-based tools to provide more effective support for learning. It describes a case study where a university course used blended learning with Second Life and encountered technical issues and a lack of clear learning goals until more specific project ideas were provided. To address these challenges, the Sloodle project aims to integrate 3D virtual worlds with web tools like Moodle to support reflection, communication, assessment and user management for richer blended learning experiences.
The document discusses issues around initiating and maintaining student participation in online learning platforms and social software. It notes that requiring participation through external controls like grading can increase activity but may not foster deeper learning or collaboration. Simply providing tools and expecting voluntary participation often results in low levels of engagement. Instead, participation is more successful when it serves student interests and needs, allows a sense of ownership, and supports different types of learning like expanding opportunities rather than just completing tasks. Overall, the question is raised whether true participation, autonomy and collaboration can be achieved through compulsory controls or if new pedagogical models are needed.
STLHE 2015 - From Mobile Access to Multi-device Learning Ecologies: A Case StudyPaul Hibbitts
As mobile access is turning into primary access, many universities and organizations find themselves constantly challenged to keep up with student expectations. At the same time, we have moved further into an age of networked information and students have easier access to better quality educational resources outside of university than ever before. Faced with these opportunities, university instructor and software interaction designer Paul Hibbitts has pushed the boundaries of his multi-device course companions in order to improve learner experience and better support an open and ever-evolving learning ecology.
A micronized vle for large scale online courses v3NPO CCC-TIES
The document summarizes a presentation given at the Second International Symposium on Educational Information Systems on March 7th, 2014. It discusses the development of TIES (Teaching and Educational Information System), a micronized virtual learning environment (VLE) created by NPO CCC-TIES for use in large-scale online courses (MOOCs). Key points include:
- TIES was first developed in 1996 and has evolved through several versions to its current form, with features like micro lectures, e-books, communities, and competency-based education.
- Studies show most MOOC students prefer very short (1-2 minute) video lectures and have low completion rates. TIES and its
On November 7th Anka Mulder, President of the Board of Directors, gave a keynote presentation for the Asia Regional OpenCourseWare and OpenEducation Conference (AROOC) in Tokyo, Japan.
The Value of Synchronous Communication in Online Learning EnvironmentsMichael Coghlan
Synchronous communication tools can provide important pedagogical and social benefits in online courses. A survey found that immediacy of feedback was a key pedagogical benefit, while community building and personal engagement were important social and affective benefits. However, synchronous activities can constrain students' independence and flexibility. To resolve this, instructors should not make synchronous sessions compulsory and should offer options for asynchronous participation as well. Synchronous tools work best for small group activities rather than whole class instruction.
Self-directed & lifelong Learning in the Information age: Can PLEs help?Nona Press
This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
This document discusses the use of Web 2.0 tools for teaching and learning. It notes that Web 2.0 allows for collaborative and networked interactions, changing the dynamics of the classroom. Studies have shown that Web 2.0 tools can promote new forms of inquiry, enhance collaborative learning, and develop needed competencies. However, teachers must understand students' digital culture and relinquish some control to incorporate these tools effectively into pedagogy.
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
This document discusses leading change towards 21st century learning through mentoring and a paradigm shift. It addresses collecting student and teacher data through surveys that found limited experience with collaborative online learning. Three key factors for change are identified as champions/mentors, communities of practice using personal learning networks, and connectivist learning theories. Mentoring and collaborative spaces are discussed as ways to support teachers through this change process.
This document provides an overview of Moodle, an open-source learning management system, and discusses its uses and implementation for language learning. It covers the basics of Moodle, including its modular structure and flexibility. Pedagogical considerations for using Moodle are addressed, such as student skills, course content, and participation. Approaches to learning like constructivism and connectivism are also discussed. Stages of Moodle integration from basic to more advanced uses are presented. Finally, resources for further learning about Moodle are provided.
1. The document discusses the changing landscape of higher education and assessment as online learning opportunities become more prevalent.
2. It explores how learners are using open educational resources in both formal and informal ways, and how this may shift power dynamics between learners, communities, and institutions.
3. New approaches to assessment are needed that leverage social technologies, support self-assessment and peer feedback, and focus on developing students' skills rather than just measuring content knowledge.
This document discusses the use of virtual learning environments (VLEs) in art and design education. It explores different perspectives on VLEs, from passive transmission of information to active collaboration. The document also examines three types of courseware - primary, secondary, and tertiary - and how students and staff can engage with different elements of a VLE. Barriers to VLE adoption in art and design contexts include lack of time, support, and a perception that VLEs replace in-person teaching. The document advocates for training staff in VLE skills and developing strategies to promote a cultural shift towards more extensive VLE use.
Some Issues Affecting the Sustainability of Open Learning Courses James Aczel
Presentation about the openED 2.0 project, at the EDEN 2011 conference
Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Dippler and EduFeedr: two approaches to blog-based coursesHans Põldoja
Dippler and EduFeedr are two approaches to blog-based online courses that address challenges in managing and supporting learners. EduFeedr is a feed reader designed for teachers to follow, manage and support learners' activities across personal blogs. It aggregates blog posts and comments but had limitations due to web syndication technologies. Dippler is a digital learning ecosystem that provides tools and services to support self-directed learning through blog-based courses. It includes features for tasks, groups, and analytics to facilitate collaboration and monitoring of learners. Both systems aim to address the increased workload for teachers in distributed online environments through specialized platforms to follow learners' activities.
This document summarizes a scoping study on formative e-assessment commissioned by JISC. The study used a participatory methodology involving practitioners to develop design patterns for formative e-assessment. Through literature reviews and case studies, the study explored issues in formative assessment and the role of technology. Workshops were held to develop patterns from case stories and apply them to future scenarios. The study concluded that collaborative elicitation of patterns from cases has potential for professional development, but formative e-assessment is a complex topic that requires further work.
Future of the LMS - towards a more open and personalised learning environmentflexilearn
The document discusses the future of learning management systems (LMS) and the need to move towards a more open and personalized learning environment. It notes that while early LMS promised a transformative learning experience, the outcomes did not meet the hype and they can potentially limit pedagogy. The document examines the situation with the LMS at AUT University and recommends keeping an eye on the big picture and strategic direction when making LMS decisions. It also discusses implications of new technologies like tablets and mobility, open educational resources, and asks what the solution is for a changing world.
Voigt Ascilite 2009 - Community embedded ePortfoliosChristian Voigt
The document discusses embedding ePortfolios within communities to increase motivation and purpose. It outlines existing guidelines for different stakeholders and critical issues like pedagogical foundation and long-term vision. The author proposes a model where students own their portfolio design while lecturers own course design. Community-embedded practices could help students understand different perspectives and network through weak ties. Benefits include a purposeful networking component and shifts in emphasis from personal repositories to networks.
Expanding pre-service teacher critical thinking through google waveOzgur Pala
This document summarizes a presentation about using Google Wave to expand pre-service teachers' critical thinking. It provides an overview of Wave's history and features. It then discusses an example of how Wave was used in a pre-service teacher training program to facilitate collaboration and knowledge sharing. Finally, it outlines some theoretical justifications for using collaborative technologies like Wave in language education based on social constructivism. Both the strengths of facilitating discussion and collaboration and the weaknesses of technical issues are acknowledged.
Similar to Toronto Wiki Tuesdays - Course Co-creation vs. Course Management (20)
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 ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Toronto Wiki Tuesdays - Course Co-creation vs. Course Management
1. Course Co-creation vs. Course Management: Wikis as an Alternative to Learning Management Systems Toronto Wiki Tuesdays February 2, 2010 Michael L.W. Jones [email_address]