The document outlines a project called "THE RED TEAM" that aims to revolutionize education through nine factors including intervention classes, professional collaboration, games and simulations, core subjects, and more. The project involves 997 schools and seeks to reduce dropout rates and increase graduation rates by improving test scores through various technology applications classified as tutors, teachers, and learning tools.
Lesley Reilly from EdTech Leaders Online presented tips and tools for facilitating engaging online courses. She discussed building motivation and community, using collaborative activities and assessments, differentiating instruction, and integrating mobile devices and social media. Attendees provided feedback on challenges with group work and ways they currently facilitate online courses. Resources were shared for creating content, conducting discussions, and continuing the conversation on facilitating online.
This document outlines the goals and methods for an online JavaScript learning platform aimed at attracting more women to web development. The platform aims to cover the learning gap and make JavaScript easier for women to learn by using visual and interactive tutorials. It will feature theoretical content on libraries and allow users to provide feedback. The creator plans to continue user testing, adding features like commenting, and launching the full platform on September 25, 2015 to help more women enter the male-dominated computer science field.
This document discusses online evaluation for online courses. It raises three primary questions for evaluating online courses: 1) Is it going to work? 2) Is it working? 3) Did it work? It also discusses components of quality instruction, methods for spot-checking courses, key assessment criteria, and provides a scenario-based discussion on evaluating online courses.
Using Social Network Analysis to Assess Organizational Development InitiativesStephanie Richter
Presented at 2016 POD Network conference #POD16
Many Faculty Development centers engage in far-reaching organizational development initiatives within their institutions. These initiatives are incredibly valuable but difficult to assess using traditional methods. Social network analysis (SNA) is a powerful visualization and statistical technique that has multiple applications in researching and assessing organizational development. In this session, learn how SNA was used at one institution to investigate the formation of community regarding online course quality standards as well as to analyze organizational structure for strategic planning. While this session focuses on organizational uses, examples will also be shared of applications for teaching and research.
"Community Without Compromise..." CHEP 2014Emory Maiden
Slides developed with Dr. Tracy Smith for the 2014 CHEP conference on "Community Without Compromise: Cultivating Interactivity in Online and Blended Learning Environments"
LMS/CMS integration at three universities was examined. Key findings included: 1) initially faculty uploaded existing content like syllabi and notes, with limited uploads of video/audio; 2) integrating advanced collaborative tools was challenging due to faculty needing new technical and pedagogical skills which increased workload; 3) student activity data showed access levels and material types but faculty interpretations varied. Additional common findings were technology challenges for faculty, using the LMS for assessment/grades, increased communication, effects on class attendance, selection of integrated tools being demand-driven by students, increased faculty workload, and differences for novice versus experienced ICT users with novices feeling overwhelmed.
The document outlines a project called "THE RED TEAM" that aims to revolutionize education through nine factors including intervention classes, professional collaboration, games and simulations, core subjects, and more. The project involves 997 schools and seeks to reduce dropout rates and increase graduation rates by improving test scores through various technology applications classified as tutors, teachers, and learning tools.
Lesley Reilly from EdTech Leaders Online presented tips and tools for facilitating engaging online courses. She discussed building motivation and community, using collaborative activities and assessments, differentiating instruction, and integrating mobile devices and social media. Attendees provided feedback on challenges with group work and ways they currently facilitate online courses. Resources were shared for creating content, conducting discussions, and continuing the conversation on facilitating online.
This document outlines the goals and methods for an online JavaScript learning platform aimed at attracting more women to web development. The platform aims to cover the learning gap and make JavaScript easier for women to learn by using visual and interactive tutorials. It will feature theoretical content on libraries and allow users to provide feedback. The creator plans to continue user testing, adding features like commenting, and launching the full platform on September 25, 2015 to help more women enter the male-dominated computer science field.
This document discusses online evaluation for online courses. It raises three primary questions for evaluating online courses: 1) Is it going to work? 2) Is it working? 3) Did it work? It also discusses components of quality instruction, methods for spot-checking courses, key assessment criteria, and provides a scenario-based discussion on evaluating online courses.
Using Social Network Analysis to Assess Organizational Development InitiativesStephanie Richter
Presented at 2016 POD Network conference #POD16
Many Faculty Development centers engage in far-reaching organizational development initiatives within their institutions. These initiatives are incredibly valuable but difficult to assess using traditional methods. Social network analysis (SNA) is a powerful visualization and statistical technique that has multiple applications in researching and assessing organizational development. In this session, learn how SNA was used at one institution to investigate the formation of community regarding online course quality standards as well as to analyze organizational structure for strategic planning. While this session focuses on organizational uses, examples will also be shared of applications for teaching and research.
"Community Without Compromise..." CHEP 2014Emory Maiden
Slides developed with Dr. Tracy Smith for the 2014 CHEP conference on "Community Without Compromise: Cultivating Interactivity in Online and Blended Learning Environments"
LMS/CMS integration at three universities was examined. Key findings included: 1) initially faculty uploaded existing content like syllabi and notes, with limited uploads of video/audio; 2) integrating advanced collaborative tools was challenging due to faculty needing new technical and pedagogical skills which increased workload; 3) student activity data showed access levels and material types but faculty interpretations varied. Additional common findings were technology challenges for faculty, using the LMS for assessment/grades, increased communication, effects on class attendance, selection of integrated tools being demand-driven by students, increased faculty workload, and differences for novice versus experienced ICT users with novices feeling overwhelmed.
This document summarizes information from Dr. Christopher Rice about moving from traditional lecture-based courses to hybrid courses. It discusses research showing students perform as well or better in hybrid courses. It also outlines the hybrid course project timeline, including a kickoff workshop, small group consultations, and a showcase event. Faculty advantages include enrichment of their courses and providing information to their departments on hybrid teaching experiences.
This document outlines an agenda for a webinar on e-portfolios. The webinar will include introductions, presentations on what e-portfolios are and their implications for e-learning, a demonstration of an e-portfolio system, and a question and answer session. Attendees will learn about using e-portfolios for learning, integrating the Mahara system with a learning management system, and how e-portfolios can support connected, personalized, and project-based learning models.
The document discusses several pilots conducted as part of the Coimbra Group VICTORIOUS Project to test the preparedness of universities for digital mobility.
Pilot 1 examined the quality of information available to visiting students and found that information is often missing, disorganized or difficult to understand. Pilot 2 looked at the "culture shock" students may experience when accessing digital services between home and host universities. Pilot 5 demonstrated how students could use their home institution's credentials to access secure resources at the host university through a federated trust framework. The pilots provided valuable data on barriers to digital mobility and preliminary conclusions that need further development.
This document discusses best practices for integrating technology and digital tools into the classroom. It emphasizes that the focus should be on how tools are used, not just using technology for its own sake. Effective integration requires assessing needs, experimenting with tools, and transforming lessons so students can demonstrate understanding through digital means. Standards like NETS can help guide selection and use of tools to support creativity, collaboration, research skills and more. Examples provided show how specific lessons were enhanced by having students use digital tools like Glogster for an animal research project.
SlideShare is a website that allows users to upload and share presentations. Presentations can be viewed on the website or embedded elsewhere. The document discusses how SlideShare aligns with constructivist learning theories by allowing users to build knowledge through sharing presentations. Educators can use SlideShare to support heutagogical and connectivist approaches by enabling student-directed learning and knowledge sharing through social networks. The document outlines some benefits of using SlideShare, such as easy collaboration and embedding in other sites. It also notes some limitations, such as lack of animation support. Overall, SlideShare is presented as a free and useful tool to support online learning through presentation sharing and collaboration.
Webinar social media and e learning Sept 2012Mandi Axmann
Centre for Online Learning Excellence provides a plenary session on the impact of social media on eLearning and the challenges it presents for online facilitation. The document discusses how social media like wikis, blogs and Twitter can be implemented and facilitated as effective learning activities both synchronously and asynchronously. It also explores why people use social media and how learning technology connects learning. Global skills needed for students are outlined. Examples of using social media tools like wikis, blogs and Twitter for education are also provided.
Ideas for information literacy instruction in a classroom where the instructor has an iPad and students have their own devices (mostly laptops but some tablets).
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided.
Ben Wilkoff presents a system for learning that allows collaboration through Edmodo and Google Docs/Sites, assessment using Google Forms and Moodle Assignments, and getting and giving feedback through comments. The system aims to create a workflow using Gmail, calendars, and tasks to support learning. Wilkoff shares contact information and a website for further discussion.
This document provides an overview of assessment tools and strategies for librarians. It defines formative and summative assessment and discusses the differences between assessment and evaluation. Key points about effective classroom assessment are outlined. Tips for creating learning outcomes and assessments are provided. Specific tools discussed include clickers, Google Forms, Poll Everywhere, and Blackboard surveys. Attendees are encouraged to ask questions and provide feedback.
Using CU’s (New) Course Management SystemAisha Jackson
This document provides information about using the University of Colorado's course management system, including Desire2Learn (D2L). It explains that D2L is the university's learning management system and provides instructions for requesting a course, accessing training resources, and getting support. It also outlines the transition plan for moving all courses to D2L by Fall 2012.
This document discusses the use of social bookmarking tools like Delicious for instructional purposes. It notes that Delicious allows users to save and tag web links from any computer, and to easily share bookmarks. The document describes how one instructor used Delicious in an online course to have students collaboratively bookmark and share resources using a common tag. By the end of the course most students were regularly using Delicious for both schoolwork and personal bookmarking.
EDUC5103 2nd Adobe Connect Session PPTRobert Power
The document outlines the agenda for an online education technology session, including check-ins, presentations from two groups on online technologies and pedagogies, breaks, check-outs, and plans for the next session and tasks to be completed. Group 3 will present on overview of online technologies and Group 5 on overview of online pedagogies. Participants are asked to provide feedback to the groups and forward to the instructor.
Effective Facilitation in Synchronous Environments pt 1Michael Coghlan
This document provides guidance on effective facilitation in synchronous online environments. It discusses establishing ground rules for participant interaction, using webcams, managing multiple presentation venues. The impacts of text chat on participants and presenters are examined, including advantages like feedback and engagement, and disadvantages like distraction. Designing for interactivity through activities is covered. Finally, tensions between synchronous and asynchronous approaches are discussed, and ways to resolve them through optional sessions, archiving, and flipped classroom models.
Buffy Hamilton Senior Project Final PresentationB. Hamilton
This document discusses using Netvibes and Symbaloo to create personal learning environments (PLEs) for students. PLEs allow students to design their own learning approaches using different types of content like videos, apps, games, and social media chosen to match their personal learning styles and pace. The document recommends Netvibes as a tool to create PLEs because its free version offers flexibility and customization, has a gentle learning curve, allows public pages to be shared, and private pages for a personal homepage.
PETE&C 2/24/10 - The Results of Web 2.0 in the ClassroomAndy Petroski
In the summers of 2008 and 2009 Harrisburg University conducted an educator’s graduate clinic, “Web 2.0 in the Classroom.” Participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations, including benefits, obstacles and positive results.
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.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative approaches to instruction.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative work.
This document summarizes information from Dr. Christopher Rice about moving from traditional lecture-based courses to hybrid courses. It discusses research showing students perform as well or better in hybrid courses. It also outlines the hybrid course project timeline, including a kickoff workshop, small group consultations, and a showcase event. Faculty advantages include enrichment of their courses and providing information to their departments on hybrid teaching experiences.
This document outlines an agenda for a webinar on e-portfolios. The webinar will include introductions, presentations on what e-portfolios are and their implications for e-learning, a demonstration of an e-portfolio system, and a question and answer session. Attendees will learn about using e-portfolios for learning, integrating the Mahara system with a learning management system, and how e-portfolios can support connected, personalized, and project-based learning models.
The document discusses several pilots conducted as part of the Coimbra Group VICTORIOUS Project to test the preparedness of universities for digital mobility.
Pilot 1 examined the quality of information available to visiting students and found that information is often missing, disorganized or difficult to understand. Pilot 2 looked at the "culture shock" students may experience when accessing digital services between home and host universities. Pilot 5 demonstrated how students could use their home institution's credentials to access secure resources at the host university through a federated trust framework. The pilots provided valuable data on barriers to digital mobility and preliminary conclusions that need further development.
This document discusses best practices for integrating technology and digital tools into the classroom. It emphasizes that the focus should be on how tools are used, not just using technology for its own sake. Effective integration requires assessing needs, experimenting with tools, and transforming lessons so students can demonstrate understanding through digital means. Standards like NETS can help guide selection and use of tools to support creativity, collaboration, research skills and more. Examples provided show how specific lessons were enhanced by having students use digital tools like Glogster for an animal research project.
SlideShare is a website that allows users to upload and share presentations. Presentations can be viewed on the website or embedded elsewhere. The document discusses how SlideShare aligns with constructivist learning theories by allowing users to build knowledge through sharing presentations. Educators can use SlideShare to support heutagogical and connectivist approaches by enabling student-directed learning and knowledge sharing through social networks. The document outlines some benefits of using SlideShare, such as easy collaboration and embedding in other sites. It also notes some limitations, such as lack of animation support. Overall, SlideShare is presented as a free and useful tool to support online learning through presentation sharing and collaboration.
Webinar social media and e learning Sept 2012Mandi Axmann
Centre for Online Learning Excellence provides a plenary session on the impact of social media on eLearning and the challenges it presents for online facilitation. The document discusses how social media like wikis, blogs and Twitter can be implemented and facilitated as effective learning activities both synchronously and asynchronously. It also explores why people use social media and how learning technology connects learning. Global skills needed for students are outlined. Examples of using social media tools like wikis, blogs and Twitter for education are also provided.
Ideas for information literacy instruction in a classroom where the instructor has an iPad and students have their own devices (mostly laptops but some tablets).
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided.
Ben Wilkoff presents a system for learning that allows collaboration through Edmodo and Google Docs/Sites, assessment using Google Forms and Moodle Assignments, and getting and giving feedback through comments. The system aims to create a workflow using Gmail, calendars, and tasks to support learning. Wilkoff shares contact information and a website for further discussion.
This document provides an overview of assessment tools and strategies for librarians. It defines formative and summative assessment and discusses the differences between assessment and evaluation. Key points about effective classroom assessment are outlined. Tips for creating learning outcomes and assessments are provided. Specific tools discussed include clickers, Google Forms, Poll Everywhere, and Blackboard surveys. Attendees are encouraged to ask questions and provide feedback.
Using CU’s (New) Course Management SystemAisha Jackson
This document provides information about using the University of Colorado's course management system, including Desire2Learn (D2L). It explains that D2L is the university's learning management system and provides instructions for requesting a course, accessing training resources, and getting support. It also outlines the transition plan for moving all courses to D2L by Fall 2012.
This document discusses the use of social bookmarking tools like Delicious for instructional purposes. It notes that Delicious allows users to save and tag web links from any computer, and to easily share bookmarks. The document describes how one instructor used Delicious in an online course to have students collaboratively bookmark and share resources using a common tag. By the end of the course most students were regularly using Delicious for both schoolwork and personal bookmarking.
EDUC5103 2nd Adobe Connect Session PPTRobert Power
The document outlines the agenda for an online education technology session, including check-ins, presentations from two groups on online technologies and pedagogies, breaks, check-outs, and plans for the next session and tasks to be completed. Group 3 will present on overview of online technologies and Group 5 on overview of online pedagogies. Participants are asked to provide feedback to the groups and forward to the instructor.
Effective Facilitation in Synchronous Environments pt 1Michael Coghlan
This document provides guidance on effective facilitation in synchronous online environments. It discusses establishing ground rules for participant interaction, using webcams, managing multiple presentation venues. The impacts of text chat on participants and presenters are examined, including advantages like feedback and engagement, and disadvantages like distraction. Designing for interactivity through activities is covered. Finally, tensions between synchronous and asynchronous approaches are discussed, and ways to resolve them through optional sessions, archiving, and flipped classroom models.
Buffy Hamilton Senior Project Final PresentationB. Hamilton
This document discusses using Netvibes and Symbaloo to create personal learning environments (PLEs) for students. PLEs allow students to design their own learning approaches using different types of content like videos, apps, games, and social media chosen to match their personal learning styles and pace. The document recommends Netvibes as a tool to create PLEs because its free version offers flexibility and customization, has a gentle learning curve, allows public pages to be shared, and private pages for a personal homepage.
PETE&C 2/24/10 - The Results of Web 2.0 in the ClassroomAndy Petroski
In the summers of 2008 and 2009 Harrisburg University conducted an educator’s graduate clinic, “Web 2.0 in the Classroom.” Participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations, including benefits, obstacles and positive results.
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.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative approaches to instruction.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative work.
Learning and teaching with Moodle-based E-learning environments, combining le...mrc12
- 91% of youth ages 13-17 surf the internet, and 95% do so to play games. 70-77% use the internet to do homework. 70% watch online videos.
- The most common online activities for both youth and adults are reading news/magazines, viewing videos, and downloading software/files. Youth are more likely than adults to use instant messaging and play games.
- The top reasons people go online are to search for information, expand knowledge, and for health information. Youth are more likely than adults to search for travel information, company information, and sports information.
This document discusses the evolution of distance education and how web technologies are changing collaboration and learning environments. It outlines the progression from early static websites to modern social and interactive web tools. Key points discussed include the rise of web 2.0, personal learning environments using interconnected tools, and how learner-centered teaching can utilize online course designs and blackboard systems to foster discussion, feedback and active learning as recommended by educational theorists.
Google Teacher Academy - Vicki Davis - Keynote Part 2Vicki Davis
Keynote for Google Teacher Academy - 7 steps to a flat classroom. I talk about the steps for teachers to "flatten" their classrooms based upon the award winning Flat Classroom project (http://flatclassroomproject.wikispaces.com), Horizon Project (http://horizonproject2008.wikispaces.com), and Digiteen Projects (http://digiteen.wikispaces.com).
Engagement in Online and Blended Learning EnvironmentsLesley Reilly
This presentation highlights tools and techniques that can be used by course facilitators and course developers to provide learners with more effective and engaging learning experiences.]
The Benefits and Challenges of Being Connected: Living, Learning, and Teachin...Richard Beach
Presentation: The Benefits and Challenges of Being Connected: Living, Learning, and Teaching in Virtual Spaces, Athens, Georgia Regional Public Library, October 8, 2015
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
- A survey of students found that roughly 2/3 felt the iPad made their learning more creative, engaging and efficient, while 43% said it was more distracting.
- Students preferred laptops over iPads for most classroom activities except reading course materials. They were more likely to look up words and concepts while reading digitally on an iPad than print texts.
- The majority of students found the iPad made accessing electronic resources and keeping track of resources easier. While laptops remained the preferred device for most school work, those preferring iPads reported higher frequencies of certain learning activities.
Blended learning involves a mix of online learning (synchronous and/or asynchronous) and learning during meetings where learners are physically present. Deltion uses a good mix of learning with and without technology. Various forms of ICT are used at Deltion for blended learning, including the classroom, streaming, digital assessment, e-learning, simulations, and an in-class student response system. Most learning occurs informally through activities like gaming, online communities, social learning, on-demand learning, and career learning, rather than formal classroom or virtual classroom settings.
E-learning in Commonwealth Asian Countries 47 slides pptDrSK Pulist
The Study entitled E-learning in Commonwealth Asia 2013 presents the current scenario of e-Learning in 8 Commonwealth Asian Countries i.e. Bangladesh, Brunei, India, Maldives, Malaysia, Pakistan, Singapore and Sri Lanka.
This document discusses how technology can be used to enhance the Common Instructional Framework in classrooms. It describes several free online tools like Wikispaces, Engrade, Join.me, and TypeWith.me that allow for collaboration, direct instruction, modeling, and low-stakes writing. These tools support blended curriculum, problem-based learning, and collaborative work between two early college programs through video conferencing. The purpose is to provide 1:1 technology access without textbooks and utilize online resources to interact, share information, and enhance classroom instruction.
The document discusses a study on technology overload in teacher education. It summarizes an online graduate course on computer-assisted language learning (CALL) taught in 2006. Five out of eight students wrote about feeling frustrated by too much information, not being able to find things, and not knowing where to put things. Interviews revealed frustration was due to time constraints, procedural errors, and group work, but was lessened by personal attention, connections with others, and relevance to work. A later survey found most respondents sometimes feel overwhelmed by technologies, though personal support, pacing, reflection, and hands-on experience can help mediate this. The conclusion is that while buzzwords seem magical, proper support allows teachers to learn quickly without feeling overwhelmed.
The document discusses how technology can be used to enhance the Common Instructional Framework. It lists several online tools like Wikispaces, Engrade, Join.Me, and Skype that teachers can use for collaboration, communication, project-based learning, and formative assessment. These tools allow for hybrid classes, 1:1 devices, direct instruction, and interaction between two early colleges via video conferencing. Real examples are provided of how some of the tools are currently being used in classrooms.
The document discusses various social networking tools and their usage. It outlines current social networking tools, what is wrong with today's tools, seven principles of social networking, and actions that can be taken now to improve social networking. The key challenges are finding expertise within networks and identifying the critical applications for social networking.
e-learning Reality Check: Keynote Durham University 2009andyramsden
- The document explores whether e-learning has lived up to early promises by examining usage patterns of virtual learning environments (VLEs) and technologies used in teaching at universities.
- A survey found that VLE usage varied significantly between departments, with most using it as a supplemental "content and support" system rather than integrating it fully into teaching.
- Lecturers were more likely to provide materials after rather than before lectures. Common technologies used included PowerPoint, video/animation, and accessing websites.
- Barriers to more extensive e-learning adoption included perceptions of effectiveness for tasks, ease of use of technologies, individual engagement levels, and environmental/institutional factors.
ICT are transforming Cuban higher education towards the adoption of blended-learning and distance learning. This dissertation focuses on investigating the effectiveness of using social software to support collaborative learning in a Cuban university. Five studies were conducted within three phases that included diagnostic, integration and validation of the social software that was used to support collaborative learning. A didactic model was created to integrate social software within Cuban teaching and learning in higher education. Social Network Analysis and content analysis were used to evaluate the effectiveness of social software to support students' learning through their collaborative learning relationships and through their posts in wiki pages and online discussions. Statistical analysis was used to evaluate students' self-efficacy as a measure of their achievements in social software-supported collaborative learning. The findings confirmed social software’s suitability to support collaborative learning, as it increased collaborative learning's effectiveness, compared to face-to-face collaborative learning. Specific findings were revealed for the use of wikis and online discussions within teaching and learning, which are extendable to other social software tools. A didactic model to integrate social software in Cuban teaching and learning, as well as a framework to analyse students' interactions, were used for first time and validated to extend its use among Cuban university stakeholders.
The document discusses hybrid and online courses, providing pros and cons of each approach. It addresses topics like course structure, collaboration tools, testing considerations, and the process for getting hybrid and online course proposals approved. Faculty are provided guidance on tasks like creating looped assignments, groups, and quizzes as well as amending syllabi to meet distance learning requirements.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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
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!"
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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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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3. Elaine Allen and Jeff Seaman,
Changing Course: Ten Years of Tracking Online Education
in the United States, Babson Research Group, 2013
Which have you experiend?
7. (Students)
Source: “Engaging students through the VLE: findings from the VLE Usage Survey 2008 -2013”, LIN Conference
2013, Angelica Risquez, Claire McAvinia, Damien Raftery, Eamon Costello, Fiona O’Riordan, Marion Palmer, Nuala
Harding Robert Cosgrave, Theresa Logan-Phelan, Tom Farrell
19. “A New Pedagogy is Emerging...And Online Learning is a Key Contributing Factor”
Contact North/Contact Nord, Ontario’s Distance Education and Training Network
http://www.contactnorth.ca/