This presentation was for the workshop: "Everything starts with an e: employability or ‘empowerability’ for the Social Sciences?"
The workshop was part of the Higher Education Academy's Social Sciences workshop and seminar series 2013-14.
IML440 Interdisciplinary Thesis: Data Visualization AssignmentVirginia Kuhn
This document provides summaries of four honors thesis projects from previous years that incorporated data visualization. It includes the student name and project title for each, along with a short abstract and link to the project website. Screenshots from two of the projects are displayed, showing how visualized data was included. The document concludes by listing links to an overview video and thesis website for two additional projects that utilized data visualization techniques.
IML440 Interdisciplinary Thesis, Data Visualization AssignmentVirginia Kuhn
These slides accompany a data visualization assignment in the course, IML440: Interdisciplinary Thesis Production. In this course, students produce a media-rich, natively digital thesis project which constitutes the culmination of the Honors in Multimedia Scholarship program, offered in the Division of Media Arts + Practice at the USC's School of Cinematic Arts.
This document discusses the rising costs of textbooks and their negative impact on student access and success. It notes that textbook prices have increased 812% since 1978, far outpacing inflation, and that high costs often lead students to not purchase required books or take fewer courses. The document advocates for open textbooks, which are freely accessible online and can be legally adapted and distributed, as a way to significantly reduce costs for students while maintaining quality. It provides several examples of universities and states that have implemented open textbook programs, finding improved access and equal or better student outcomes compared to traditional textbooks.
The document discusses the need to decentralize educational systems to promote innovation. It notes that while Europe helped drive technological advancements, many European countries have fallen behind in adopting societal changes needed for education. Centralized, top-down educational systems are restrictive and ignore local needs and diversity. More effective systems focus on outcomes rather than resources/content, embrace diversity and individual learning, and delegate responsibilities away from bureaucratic control. Sustained reform requires integrating improvements into the foundations of the system through collaboration, developing mediators between schools/leadership, and developing future leaders.
Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sh...George Veletsianos
Keynote at the Emergent Technologies for the Future 2013 conference
Open University - UK
Institutions of learning adapt and change over time. The emergence of certain technologies, social behaviors, cultural expectations, and political and economic pressures influence what institutions do and what they look like. We live at a time when education features prominently in the global press and discussions focusing on improving the ways we design education are a daily occurrence. A central tenet of this discussion is the notion that technology is transforming education. Yet, the assumption that technology changes education often goes unchallenged. In this talk, I will highlight how learning and education are and are not changing as we are faced with new ideas about learning, increased (market-driven) interest in education, decreased state funding for education, and cultures of participation and sharing. Together, we will explore the research on online learning, the opportunities that exist for meaningful change, and the future educational systems that we are creating.
The document discusses the transformation of higher education from traditional models to more open and innovative models. It notes the rising costs and debt associated with higher education as well as questionable learning outcomes. It argues that new models using open content, social learning networks, and alternative accreditation could help address issues of cost, access, and quality. Specific examples highlighted include adaptive learning software that improved outcomes while reducing costs and an online university with much lower costs of operation than traditional schools. The document concludes by questioning if higher education can transition from traditional models to more open and innovative approaches enabled by new technologies.
The document outlines a new culture of learning needed for our rapidly changing world. It discusses how children traditionally learned through play and imagination, while past generations learned in structured classrooms from teachers. Today, learning is more peer-based through online communities and collectives. The new culture values asking questions over receiving answers, learning by doing, and seeing where knowledge leads rather than what is known. Teachers will facilitate learning environments rather than deliver instruction. Assessment will focus on imagination over examinations.
IML440 Interdisciplinary Thesis: Data Visualization AssignmentVirginia Kuhn
This document provides summaries of four honors thesis projects from previous years that incorporated data visualization. It includes the student name and project title for each, along with a short abstract and link to the project website. Screenshots from two of the projects are displayed, showing how visualized data was included. The document concludes by listing links to an overview video and thesis website for two additional projects that utilized data visualization techniques.
IML440 Interdisciplinary Thesis, Data Visualization AssignmentVirginia Kuhn
These slides accompany a data visualization assignment in the course, IML440: Interdisciplinary Thesis Production. In this course, students produce a media-rich, natively digital thesis project which constitutes the culmination of the Honors in Multimedia Scholarship program, offered in the Division of Media Arts + Practice at the USC's School of Cinematic Arts.
This document discusses the rising costs of textbooks and their negative impact on student access and success. It notes that textbook prices have increased 812% since 1978, far outpacing inflation, and that high costs often lead students to not purchase required books or take fewer courses. The document advocates for open textbooks, which are freely accessible online and can be legally adapted and distributed, as a way to significantly reduce costs for students while maintaining quality. It provides several examples of universities and states that have implemented open textbook programs, finding improved access and equal or better student outcomes compared to traditional textbooks.
The document discusses the need to decentralize educational systems to promote innovation. It notes that while Europe helped drive technological advancements, many European countries have fallen behind in adopting societal changes needed for education. Centralized, top-down educational systems are restrictive and ignore local needs and diversity. More effective systems focus on outcomes rather than resources/content, embrace diversity and individual learning, and delegate responsibilities away from bureaucratic control. Sustained reform requires integrating improvements into the foundations of the system through collaboration, developing mediators between schools/leadership, and developing future leaders.
Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sh...George Veletsianos
Keynote at the Emergent Technologies for the Future 2013 conference
Open University - UK
Institutions of learning adapt and change over time. The emergence of certain technologies, social behaviors, cultural expectations, and political and economic pressures influence what institutions do and what they look like. We live at a time when education features prominently in the global press and discussions focusing on improving the ways we design education are a daily occurrence. A central tenet of this discussion is the notion that technology is transforming education. Yet, the assumption that technology changes education often goes unchallenged. In this talk, I will highlight how learning and education are and are not changing as we are faced with new ideas about learning, increased (market-driven) interest in education, decreased state funding for education, and cultures of participation and sharing. Together, we will explore the research on online learning, the opportunities that exist for meaningful change, and the future educational systems that we are creating.
The document discusses the transformation of higher education from traditional models to more open and innovative models. It notes the rising costs and debt associated with higher education as well as questionable learning outcomes. It argues that new models using open content, social learning networks, and alternative accreditation could help address issues of cost, access, and quality. Specific examples highlighted include adaptive learning software that improved outcomes while reducing costs and an online university with much lower costs of operation than traditional schools. The document concludes by questioning if higher education can transition from traditional models to more open and innovative approaches enabled by new technologies.
The document outlines a new culture of learning needed for our rapidly changing world. It discusses how children traditionally learned through play and imagination, while past generations learned in structured classrooms from teachers. Today, learning is more peer-based through online communities and collectives. The new culture values asking questions over receiving answers, learning by doing, and seeing where knowledge leads rather than what is known. Teachers will facilitate learning environments rather than deliver instruction. Assessment will focus on imagination over examinations.
This document provides an introduction and overview for an educational technology course. It introduces the instructor and their background. It outlines the agenda for the first class, which includes attendance, reviewing the syllabus, introducing the course website and assignments, establishing ground rules, and recapping what was covered. It also discusses the changing media landscape and new skills needed, such as collaboration, networking, and navigating online spaces. The goals of the course are to help students develop skills and confidence for participating in new media technologies.
Midgley Interoperability US Dept of EdDouglascrets
The document discusses the need for a national learning network to connect educational resources and promote digital learning. It notes the fragmented state of current educational technology and resources. The proposed network would allow anyone to find, share, and participate in contributing educational content without gatekeepers. The goal is to accelerate participation and build value through an open, interoperable system that connects existing educational resources and communities.
This document describes a project to develop a quality improvement system for community programs in Namibia that support children impacted by HIV/AIDS. The author conducted field visits to understand challenges faced by local programs. They then designed a collaborative process to create monitoring tools that promote routine innovation, track outcomes, and comply with quality standards. This included piloting tools with local teams and training community workers to implement the system, ensuring it was adapted to local needs and contexts. The goal was to support continuous quality improvement and sharing of effective practices across the 80 project sites.
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
The document discusses Project DAVID, which aims to showcase strategic reinvention at liberal arts colleges through collective discussion and sharing of best practices. It uses the themes of Distinction, Analytics, Value, Innovation, and Digital Opportunities (DAVID) to frame questions about how colleges can reinvent themselves for future success and sustainability. The project brings together representatives from over 20 liberal arts colleges to discuss their experiences with reinvention through these lenses and identify common keys to ensuring future success.
The document provides an overview of an educational technology course, including:
1) Biographical information about the instructor and their goals for the course which is to help students participate fully in new media technologies.
2) A discussion of the skills needed for participating in a new media ecology, including basic, emerging, and cultural skills.
3) An outline of the course which will explore the line between efficiency and innovation when considering education theories and strategies.
Empowering Student Voice in Education - OrientationJennifer Corriero
This document discusses student voice and why it should be embedded in classrooms and schools. It provides examples of how student voice has been incorporated in various areas, including the learning environment, school culture, policy, leadership, and student-centered learning. It also discusses how collaborative inquiry can support professional learning on student voice and lists top technology tools that can help document the process, such as images, video, mind mapping, note capture, and presentation platforms. The overall document makes the case for giving students more autonomy and engagement in their education.
Quatrissia Johnson presented to the Dougherty County Board of Education on using social and educational networks in K-12 education. The presentation covered the history and research on social networks, their potential benefits for shaping how students and teachers approach learning and interact, and recommendations for adopting networking tools in the district to improve 21st century education. Specific strategies were proposed to help reach critical mass in adopting educational networking tools.
The document discusses the concept of "pupil voice" and "pupil participation" in schools. It notes that these terms may cause confusion if not clearly defined. The document also lists several national policies and guidelines that establish students' right to participate in and influence decisions that affect them, such as the UN Convention on the Rights of the Child. Examples of policies promoting student participation include Every Child Matters and the Children Act. Benefits of participation include improved services, promotion of citizenship and social inclusion, and personal development for students.
Goldsmiths, Learning, Teaching and Web 2.0miravogel
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
Slides from my keynote presentation for The League for Innovation's Conference for Information Technology 2009 http://www.league.org/2/conferences/cit/2009/index.cfm
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Authentic learning involves engaging students in solving real-world problems in collaborative ways that mimic professional practices. Technology now enables various forms of authentic learning through simulation, remote instrumentation, digital archives, and online communities. It allows students to engage in sustained, collaborative problem-solving of complex, ill-defined problems from multiple perspectives, culminating in polished products. This helps students develop valuable skills for their future careers and motivates learning through relevance.
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.
Millennials and Neo-Millennials: Learning Environment 2.0ED MAP
In the 2nd session of our four part series will we will build on our knowledge of Millennials. From Web 2.0, social interaction and harnessing collective intelligence to assessment and creating structure and rules of engagement, attendees will gain a better understanding of how to get their school ready for Millennial students from a technology and learning environment perspective
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 pedagogy of virtual, cross-cultural, problem-based learning. It outlines that global competence and 21st century skills are important for students to develop. It proposes using virtual, cross-cultural, problem-based learning through a "global classroom" where students from different cultures and locations work together on projects. It provides details on how to structure global classrooms, including ensuring projects are realistic, providing structured group work and assessments, and having faculty participate in professional learning networks. The document concludes by discussing keys to success for project-based learning and examples of assessment.
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
This document discusses e-assessment and the use of technology in assessment. It defines different types of assessment and explores how tools like Moodle quizzes, wikis, blogs, and mobile technologies can be used for formative, summative, peer, and self-assessment. It also addresses issues around designing assessments, providing feedback, and capturing student transformation through more open-ended Web 2.0 tools.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
Activities And Resources In Online Learning From A Critical Thinking ViewSamantha Martinez
This document summarizes a study that investigated the relationship between online learning and critical thinking in an undergraduate online introductory computer literacy course. The study aimed to identify which parts of the course's learning modules (resources and activities) contributed most to developing students' critical thinking skills. A survey of 490 students found that interactive course components like assignments and projects were perceived to contribute more to critical thinking than static resources like textbooks. Assignments had the strongest perceived impact, followed by an Excel mini case project. Overall, results indicated students viewed interactive elements as contributing more to critical thinking development than non-interactive content, assessment, or projects. The findings suggest online course designers should focus on incorporating interactive elements to foster critical thinking skills.
Authentic learning for the 21st century: An overviewsyasyifa
This document discusses authentic learning and how technology can support it. Authentic learning involves real-world, complex problems and role-playing exercises to mimic real-world disciplines. It cultivates skills like distinguishing reliable information and flexibility across disciplines. Technological tools now allow students to conduct experiments, observe phenomena remotely, and connect with mentors worldwide. This allows for a more authentic learning experience based on experimentation and solving problems similarly to how professionals in those fields work.
This document provides an introduction and overview for an educational technology course. It introduces the instructor and their background. It outlines the agenda for the first class, which includes attendance, reviewing the syllabus, introducing the course website and assignments, establishing ground rules, and recapping what was covered. It also discusses the changing media landscape and new skills needed, such as collaboration, networking, and navigating online spaces. The goals of the course are to help students develop skills and confidence for participating in new media technologies.
Midgley Interoperability US Dept of EdDouglascrets
The document discusses the need for a national learning network to connect educational resources and promote digital learning. It notes the fragmented state of current educational technology and resources. The proposed network would allow anyone to find, share, and participate in contributing educational content without gatekeepers. The goal is to accelerate participation and build value through an open, interoperable system that connects existing educational resources and communities.
This document describes a project to develop a quality improvement system for community programs in Namibia that support children impacted by HIV/AIDS. The author conducted field visits to understand challenges faced by local programs. They then designed a collaborative process to create monitoring tools that promote routine innovation, track outcomes, and comply with quality standards. This included piloting tools with local teams and training community workers to implement the system, ensuring it was adapted to local needs and contexts. The goal was to support continuous quality improvement and sharing of effective practices across the 80 project sites.
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
The document discusses Project DAVID, which aims to showcase strategic reinvention at liberal arts colleges through collective discussion and sharing of best practices. It uses the themes of Distinction, Analytics, Value, Innovation, and Digital Opportunities (DAVID) to frame questions about how colleges can reinvent themselves for future success and sustainability. The project brings together representatives from over 20 liberal arts colleges to discuss their experiences with reinvention through these lenses and identify common keys to ensuring future success.
The document provides an overview of an educational technology course, including:
1) Biographical information about the instructor and their goals for the course which is to help students participate fully in new media technologies.
2) A discussion of the skills needed for participating in a new media ecology, including basic, emerging, and cultural skills.
3) An outline of the course which will explore the line between efficiency and innovation when considering education theories and strategies.
Empowering Student Voice in Education - OrientationJennifer Corriero
This document discusses student voice and why it should be embedded in classrooms and schools. It provides examples of how student voice has been incorporated in various areas, including the learning environment, school culture, policy, leadership, and student-centered learning. It also discusses how collaborative inquiry can support professional learning on student voice and lists top technology tools that can help document the process, such as images, video, mind mapping, note capture, and presentation platforms. The overall document makes the case for giving students more autonomy and engagement in their education.
Quatrissia Johnson presented to the Dougherty County Board of Education on using social and educational networks in K-12 education. The presentation covered the history and research on social networks, their potential benefits for shaping how students and teachers approach learning and interact, and recommendations for adopting networking tools in the district to improve 21st century education. Specific strategies were proposed to help reach critical mass in adopting educational networking tools.
The document discusses the concept of "pupil voice" and "pupil participation" in schools. It notes that these terms may cause confusion if not clearly defined. The document also lists several national policies and guidelines that establish students' right to participate in and influence decisions that affect them, such as the UN Convention on the Rights of the Child. Examples of policies promoting student participation include Every Child Matters and the Children Act. Benefits of participation include improved services, promotion of citizenship and social inclusion, and personal development for students.
Goldsmiths, Learning, Teaching and Web 2.0miravogel
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
Slides from my keynote presentation for The League for Innovation's Conference for Information Technology 2009 http://www.league.org/2/conferences/cit/2009/index.cfm
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Authentic learning involves engaging students in solving real-world problems in collaborative ways that mimic professional practices. Technology now enables various forms of authentic learning through simulation, remote instrumentation, digital archives, and online communities. It allows students to engage in sustained, collaborative problem-solving of complex, ill-defined problems from multiple perspectives, culminating in polished products. This helps students develop valuable skills for their future careers and motivates learning through relevance.
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.
Millennials and Neo-Millennials: Learning Environment 2.0ED MAP
In the 2nd session of our four part series will we will build on our knowledge of Millennials. From Web 2.0, social interaction and harnessing collective intelligence to assessment and creating structure and rules of engagement, attendees will gain a better understanding of how to get their school ready for Millennial students from a technology and learning environment perspective
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 pedagogy of virtual, cross-cultural, problem-based learning. It outlines that global competence and 21st century skills are important for students to develop. It proposes using virtual, cross-cultural, problem-based learning through a "global classroom" where students from different cultures and locations work together on projects. It provides details on how to structure global classrooms, including ensuring projects are realistic, providing structured group work and assessments, and having faculty participate in professional learning networks. The document concludes by discussing keys to success for project-based learning and examples of assessment.
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
This document discusses e-assessment and the use of technology in assessment. It defines different types of assessment and explores how tools like Moodle quizzes, wikis, blogs, and mobile technologies can be used for formative, summative, peer, and self-assessment. It also addresses issues around designing assessments, providing feedback, and capturing student transformation through more open-ended Web 2.0 tools.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
Activities And Resources In Online Learning From A Critical Thinking ViewSamantha Martinez
This document summarizes a study that investigated the relationship between online learning and critical thinking in an undergraduate online introductory computer literacy course. The study aimed to identify which parts of the course's learning modules (resources and activities) contributed most to developing students' critical thinking skills. A survey of 490 students found that interactive course components like assignments and projects were perceived to contribute more to critical thinking than static resources like textbooks. Assignments had the strongest perceived impact, followed by an Excel mini case project. Overall, results indicated students viewed interactive elements as contributing more to critical thinking development than non-interactive content, assessment, or projects. The findings suggest online course designers should focus on incorporating interactive elements to foster critical thinking skills.
Authentic learning for the 21st century: An overviewsyasyifa
This document discusses authentic learning and how technology can support it. Authentic learning involves real-world, complex problems and role-playing exercises to mimic real-world disciplines. It cultivates skills like distinguishing reliable information and flexibility across disciplines. Technological tools now allow students to conduct experiments, observe phenomena remotely, and connect with mentors worldwide. This allows for a more authentic learning experience based on experimentation and solving problems similarly to how professionals in those fields work.
The document discusses the Fort Hays State University Red Balloon Project, which is an initiative to transform teaching and learning at the institutional level in response to the "unwinding" of higher education. The project focuses on blended learning, collaborative learning, and using new technologies and open resources to support collaborative knowledge creation. It aims to incentivize learning and outcomes through exploring innovative approaches like flipped classrooms and reimagining course development and academic strategies. The Red Balloon Project is a metaphor for how knowledge can be created, aggregated, and disseminated in new ways through collaborative problem solving.
This document discusses new technology-leveraged models of education including MOOCs (Massive Open Online Courses), edupunks, and virtual badges. It begins by directing the reader to watch videos explaining these concepts and consider how they may impact higher education. It then provides information on MOOCs, including their history, potential benefits and limitations. It discusses business models that institutions may use with MOOCs. It also covers edupunks and do-it-yourself credentials as well as virtual badges and how they represent skills. Finally, it proposes a structure for an institution to apply these new learning models by focusing on access, quality, innovation, and completion.
Project based learning (PBL) provides students with an authentic learning experience that focuses on solving real-world challenges. It allows for varied solutions, connection across disciplines, and development of 21st century skills. PBL gives students the opportunity to apply their knowledge by creating a solution or product, rather than just learning about a topic. Teachers can assess students on both the process of working through a project and the quality of the final solution or product. Resources are provided to help teachers design effective PBL projects and assessments.
This document provides an overview of challenge-based learning (CBL). It defines CBL as a collaborative learning experience where students work with teachers to learn about real issues, propose solutions, and take action. The document discusses how CBL taps into student curiosity, focuses on authentic global challenges with local solutions, and allows students to hone 21st century skills. Examples of CBL challenges are provided, as well as guidance on implementing the CBL framework and using digital tools to support CBL in the classroom.
Professor Peter McKiernan Kaynote Address IAM Conference 2012 at NUI MaynoothIAMIreland
The document discusses how business schools are facing pressures to conform from accreditation processes, rankings, and other forces that encourage standardization. This has led schools toward homogeneity in their curricula, staffing, and missions. However, new digital learning models using online content and interactive technologies may trigger innovation and change the traditional business school model. These new models offer highly scalable, customizable, and affordable education that could engage billions of students globally and fundamentally change education.
Dynamic media & digitial storytelling presentationDigLitTeach
This document discusses digital storytelling and its benefits for student learning. It provides examples of digital storytelling tools and outlines the key steps in the digital storytelling process. These include writing a narrative, developing a script, creating a storyboard, assembling multimedia, editing the digital story, and sharing the finished product. The document emphasizes that digital storytelling promotes the development of lifelong learning and communication skills.
The document provides information for studying criminology and criminal justice courses, including defining key concepts in criminology and criminal justice, describing the criminal justice sector and module streams within criminology degrees, and emphasizing the importance of being an effective, engaged, and employable student through strategic learning. It also discusses measuring crime and challenges within the probation and prison systems.
This document provides an overview of criminology and criminal justice studies for undergraduate students. It discusses different types of learning in criminology, including strategic, deep, and surface learning. It also notes that violent crime in the US has fallen 51% and property crime 43% since 1991, though accurate measurements are debated. The document outlines various career paths in the public, private and third sectors related to criminology and criminal justice. It provides examples of criminology coursework and introduces some prominent criminology academics and their areas of expertise.
The document discusses tutorials aimed at developing students' understanding of key concepts like the water cycle and using search engines. It describes the tutorials as involving students preparing explanations of the concepts using source materials, presenting to their peers, defending against questions, and revising their explanations based on the tutor's subsequent summary of the discussion.
Modern Criminal Justice: Introduction to Visual StatementsPhil302
This resource aims to provoke critical thinking for visual images and introduce the concept of visual statements for students on the module, Modern Criminal Justice at UCBC.
This document provides guidance on becoming employable, focusing on understanding yourself, the target sector, and what steps to take. It advises developing a personal brand by identifying attributes, benefits, personality, and values/motivators. Understanding the sector involves researching target employers and the skills/values they seek. The document also recommends using the STAR framework to evidence how one's brand fits an organization when discussing experiences. The overall message is to understand yourself, understand the sector, and take steps like developing stories using STAR to effectively market your skills and qualifications.
This document discusses positive youth justice (PYJ) and the Children First, Offenders Second (CFOS) approach. PYJ moves beyond risk assessment models to a more progressive, principled approach that treats children as children first. The CFOS principles focus on being child-friendly, promoting inclusion, diversion, and relationship-based partnerships. The document highlights examples of PYJ/CFOS in practice in Swansea and Surrey, emphasizing diversion, restorative approaches, and integrating youth services. It argues for a national shift towards prioritizing children's needs over systems, integrating youth justice into children's services, and adopting children-first policing approaches.
Peter Joyce “Policing Protest Since 1945: Publishing Academic Textbooks”Phil302
Dr Peter Joyce, Principal Lecturer in Criminology, Manchester Metropolitan University delivered this guest lecture in the UCBC Lecture Theatre on Monday 14th November 2016 (5-6pm).
Critical Criminology and the ABC for Critical Pedagogy?Phil302
Provided for the ‘Critical Pedagogies Power & Possibilities’ workshop at the University Centre at Blackburn College (18th-20th May, 2016) for the Cultural Difference and Social Solidarity Network.
This document discusses undergraduate studies in the social sciences, specifically criminology and criminal justice. It notes that the justice sector now encompasses over 3.5 million workers or 13% of the UK workforce, spread across public, private, and third sectors. It outlines some of the defining features of a criminology graduate as critically evaluating research and evidence. Finally, it lists some module streams within criminology and criminal justice degrees related to policing, probation, prisons, and criminal psychology.
“Changing the ‘game’ of criminal justice through the use of Police and Crime ...Phil302
Dr Peter Joyce, Principal Lecturer in Criminology, Manchester Metropolitan University delivered this guest lecture in the UCBC Lecture Theatre on Thursday 5th November 2015 (3-4pm).
This document discusses how employers now use social networking sites to research candidates for graduate recruitment. It notes that employers look for a sense of intellectual humility, curiosity, and giving others the benefit of the doubt. It provides tips for using social media to build one's professional brand and profile online. Tags and URLs are included for relevant social media groups and links to employability resources. The document advises approaching job applications and one's graduate career with the same diligence as academic assignments.
Higher Education Academy Enhancement Series, Developing disciplinary communit...Phil302
This presentation was my contribution to the "Employability and the role of active and experiential learning in the social sciences" section of the event.
This document discusses the progression from fire and emergency services to careers in the justice sector. It notes that the justice sector now encompasses over 3.5 million workers or 13% of the UK workforce across public, private, and third sectors. This includes roles in police, courts, probation, prisons, and forensic services. The document then outlines some of the module streams covered in criminology degrees related to police, probation, and prisons. It promotes collaborative academic work and engaging with the academic community.
The document outlines a four-stage process for developing a comprehensive approach to employability in higher education. Stage One involves discussion and reflection on what employability means, expectations, and needed support. Stage Two is to review and map out which employability features are currently addressed, how they are audited, and students' awareness. Stage Three is to identify any gaps from Stages One and Two and determine actions needed. Stage Four is to evaluate the effectiveness of the approach and collect evidence, including from alumni, on whether a defined, cohesive employability process was achieved.
Coffeemat Challenge and Enterprise - Nick Hall, Business Engagement Manager, ...Phil302
Enterprise education combines creativity, ideas development, problem solving and practical skills to apply abilities across all areas of education. It enhances one's capacity to generate ideas and implement them. The document discusses enterprise and entrepreneurship education, providing context about Blackburn College and the local area. It then outlines Blackburn College's Coffeemat Challenge, a competition to engage students in social enterprise where over 300 business ideas were generated and several projects received funding. The challenge highlighted that students need ongoing support to develop ideas and some lessons learned.
The document discusses skills developed working for the prison service that are transferable to other careers, including presentation, administration, literacy, research, teamwork, and communication skills. It describes the roles and responsibilities of prison officers, such as ensuring security, monitoring prisoners, and encouraging rehabilitation. Finally, it outlines the NOMS graduate program for becoming a prison governor, including initial training, progression to management roles, and competitive selection process.
This document provides an overview of research methods and key concepts in selecting literature, understanding research designs, and differentiating between quantitative and qualitative research approaches. It discusses that selecting literature requires being organized and adjusting search criteria if there are too few or many texts. It also outlines that understanding research literature requires a basic knowledge of research design, sampling, data collection techniques, and data analysis techniques. Further, it describes quantitative research as objective, relying on measurable hard data and statistics, while qualitative research searches for meanings through words and inductive approaches. Both methods have benefits and a mixed methods or triangulation approach can provide stronger verification.
This slideshow is the result of student work for the module SS11006 Criminal Justice Environment 1 on the FdA Criminology & Criminal Justice programme at the University Centre at Blackburn College.
The "What is Zemiology?" research project seeks to benefit local communities by improving levels of public awareness of the kind of harms investigated by the criminal justice system. The project aims to challenge conventional representations of 'crime' by mass media such as newspapers and television.
Please see http://youtu.be/8QIILcct6Ik for more.
The document summarizes four newsagent's hoardings along a street in Lancashire, England on September 3, 2013. Three of the four hoardings displayed headlines about a "CHILD SEX BEAST GETS 16 YEARS" while the other discussed transfer news for a local football team. The document then discusses the public fascination with infamous murderers Myra Hindley and Ian Brady and how their crimes have been commercialized and sensationalized.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Producing Students As Edupunks
1. Higher Education in 201?...199?...
http://www.getting-in.com
“Producing
Students as
Edupunks”
Phil Johnson,
Criminal Justice Lecturer,
UCBC
2. • Higher grades
and greater
confidence.
• Enhanced
identification
with the role of a
BSO.
• Lateral thinking
and reacting to
situations.
• Self and peer
assessment.
http://www.contactnorth.ca/pockets-innovation/border-simulation
(Loyalist College, Ontario, 2013)
• More complex
than previous
teaching via
passive
observations.
3. ‘Nevermind the pedagogues here’s Edupunk’
(Cohen, 2008)
“*Blackboard’s claims+ are not done by technology, but
rather people thinking and working together. Our
technology … doesn’t enhance critical thinking or improve
classroom performance, we do that, together… Corporations
are selling us back our ideas, innovations, and visions for an
exorbitant price.” (Groom, 2008)
2009 ‘A word of the year’ (New York Times)
“an autodidactic approach that spurns
commercialism, mass-market approaches and topdown goal setting.”
Introduced at the University Centre Blackburn College in September 2011.
Introduced at the University of Southern California in March 2012.
4. Laurillard, D. (2008) ‘The teacher as action researcher: Using technology to capture pedagogic form’, Studies in Higher
Education, 33(2), 139-154
Benefits from OEP (open educational practices)
Tutorial: Using a search engine
Learning Outcome: A clear understanding of the
role of the critical factors in the system
Summary: through preparing their own account
of using a search engine, to demonstrate
the role of the critical factors, using the
Library guidelines; presenting it to their
group; defending it against questions and
comments; and revising their account in the awater cycleprocess
Tutorial: On system or
The
light of the tutor’s summary of the
Learning Outcome: A clear understanding of the
discussion
role of the critical factors in the system
Summary: through preparing their own account
animation of the water cycle, to
of the system/process, to demonstrate the
demonstrate the factors, using the
role of the criticalrole of the critical factors,
using the provided; presenting it to their
resourcesOER cycle; presenting it to their
group; defending it against questions and
comments; and revising their animation in
OER
the light of the tutor’s summary of the
discussion
repository
5. The high standards of 21st century
employability
• WMR?
• Current casualties?
• A degree of edupunk?
13. Students as producers of the
social world they live in?
(edupunk?)
“The university is a social project”
(Professor Mike Neary)
14. After using a
statistical test for
differences it was
found that visitors’
attitudes
towards ‘harm’,
‘intent’ and ‘real’
crimes had
changed significantly.
Visual Criminology?
Public Criminology?
15. Possibilities from The hegemony
of the written word in East
Lancashire’s edufactories?
Community-based learning and
Number of
Assessment obligation
“High-Impact Educational
assignments
per module
Practices” (Kuh, 2008)
Course
FdA Criminology (per year)
8
2,500
BA Criminology (per year)
5
4,000 (inc.exams) and
Total
20,000
26,000
The 1:10 ‘Campaign’?
10,000 for the dissertation