Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
Using Web Tools To Enhance Teaching & Learningguestd009ee0
Presentación sobre la utilización de herramientas de la Web 2.0, especialmente un blog y un wiki, en la enseñanza de cursos graduados en Ciencias de la Información, en la Universidad de Puerto Rico. / Presentation about the use of Web 2.0 tools, specially a blog and a wiki, in the teaching of information science courses at the University of Puerto Rico.
Using Web Tools To Enhance Teaching & Learningguestd009ee0
Presentación sobre la utilización de herramientas de la Web 2.0, especialmente un blog y un wiki, en la enseñanza de cursos graduados en Ciencias de la Información, en la Universidad de Puerto Rico. / Presentation about the use of Web 2.0 tools, specially a blog and a wiki, in the teaching of information science courses at the University of Puerto Rico.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
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EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Using Web Tools To Enhance Teaching & Learningguest64acb3a
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
Acquire the best practices from an industry expert to effectively train Gen Ys. You will be able to state the 8 critical secrets that are essential for engaging Gen Y. These easy to apply tips are important for all training professionals to know.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Using Web Tools To Enhance Teaching & Learningguest64acb3a
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
Acquire the best practices from an industry expert to effectively train Gen Ys. You will be able to state the 8 critical secrets that are essential for engaging Gen Y. These easy to apply tips are important for all training professionals to know.
Best practice graduate development programs develop graduates into leaders. Grad development programs that focus too heavily on ‘basic’ soft skills don’t cut it anymore. Why? Businesses want more bang for their buck and most graduates want a program that’s more advanced. This presentation was given at the annual national conference for the Australian Association of Graduate Employers (AAGE) in November, 2010.
The goal of this workshop was to provide understanding of basic leadership principles that matter - regardless of whether or not the attendees held a position of power. It also served to spark conversation between teachers, staff, and students on a common topic.
The workshop format was part presentation, part group discussion, and was facilitated by the use of Keynote slides that I designed, video clips from JK Rowling\'s Harvard commencement speech, my own personal stories and examples, and some of John Maxwell\'s leadership laws from The 21 Irrefutable Laws of Leadership.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
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Made by
Garcia, Kenner C.
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A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
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Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Using Web 2.0 tools to enhance the teaching and learning of graduate blended courses Nitza M. Hernández, Ph.D. Graduate School of Information Sciences and Technology University of Puerto Rico HETS First Annual Best Practices Showcase San Juan PR January 14, 2010
2. Purpose of thispresentation To share how the use of web 2.0 tools have changed the way I have designed and delivered graduate courses. To show the effective use of web 2.0 tools for teaching and learning such as blogs, wikis and collaborative portals to motivate graduate students and engage them actively in their learning experience. To acknowledge the use of blended learning as an innovative approach or strategy that has proven to promote student success.
3. “…blended learning is more than fashionable; it is training and educational delivery method of choice. Blended learning is dominating news in higher education, in corporate America, and in governmental training settings. It is now standard part of the education and training lexicon.” (Bonk, Kim & Zeng, 2005) AboutBlended Learning
4. “In recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective, providing a rationale for the effort required to design and implement blended approaches. Even when used by itself, online learning appears to offer a modest advantage over conventional classroom instruction.” Advantages of blendedlearning It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.” Means, B. et al. (2009) in Learning Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Center for Technology, US Department of Education.
5. Exciting opportunities for students to debate and discuss scholarly ideas in an asynchronous forum, including blogs. Bring in outside or invited lecturers for a synchronous chat or videoconference. Some course meetings or training events are conducted virtually rather thanface-to-face. Supplement course readings and activities with online articles, simulations, events, videoconferences, and other technological resources. Conditions of blendedlearning
6. Hybrid modality that combines face-to-face interactions with online learning. Potential to provide more flexibility and accessibility to the course content at anytime from any place (most of the material available online). Provides for discussions in the classroom about the content of course on the Web. Most of the creative work come from the inclusion of Web 2.0 tools. Some studies demonstrate that students using Web resources learn more than using a traditional teaching approach (Rosales et al., 2008). Blended learning (B-learning)
7. Role of the instructor in BL The instructor can combine various teaching methods and resources. A combination of technology-based materials and face-to-face sessions to present content. Begin a course with a well-structured introductory lesson in the classroom, and then proceed with follow-up materials online.
10. Blending web 2.0 tools and other technologies We used Blogger to develop the course blog TecnoInfoand PBWorks to develop the WIKI for the graduate course on Introduction to Information Technologies. The course blog was open to the community and some people outside the classroom visited the site and became “followers”. We did a video conference (IP) with professor Rene Sainz, from the Texas University in Bronwsville, to learn more about the technology of videoconferencing and to stimulate inter-institutional collaboration between two HETS members.
11. Open source applications that facilitate interactive information sharing and collaboration on the Web. Some examples of Web 2.0 applications Wikis Blogs Video sharing sites (Youtube) Social networking sites (Facebook) Allow to organize and make information easy and fast to access. Provide for a greater diversity and enhancement of learning strategies and experiences Web 2.0 Tools
12.
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14. TecnoInfo- The Course Blog My posts serve to introduce, integrate and summarize course topics Selected and valuable videos from Youtube supplement and enhance learning Links to other valuable blogs, websites and online resources widen learning perspectives Students are authorized as content developers together with me. They post or publish (mostly in Spanish, but some have done it in English as well, as they prefer): Article and news reviews about emerging technologies Brief summaries of assigned readings Reflections of their learning experience (brief essays) Executive Summaries of the Group Projects
15. Quality standards, timeliness and relevance are emphasized as major criteria for content development and publishing. [I edit at times students entries.] Everyone is required or motivated to make comments to entries, as assigned or on a voluntary basis. Students create their own blogs following the model of the course blog. Autonomous and cooperative learning takes place. TecnoInfo- The Course Blog
16. Entries and comments in the Blog (Fallsemester 2009) ENTRIES / POSTINGS COMMENTS toentriesorpostings 10 --- Professor 26 --- Students Total --- 36 61 --- Professor 38 --- Students Total --- 99 TOPICS
17. Topicsdeveloped in the Blog Emerging and web 2.0 technologies Google Wave, Twitter, Last.fm, Podcasting, Google Earth and museums, wiki, Youtube Open source Open access Technological paradigms Digital libraries Virtual education Videogames in libraries Data bases
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19. Usedmainlyfor: Guidelines and rubricsforcourseprojects Monitoringteamworkfor final projects Working virtual spacesforeachgroup Studentcollaboration TheCourse Wiki
20. Flexible access to online materials and course documents. Development of a cooperative network to exchange information and knowledge on the web. Combination of different strategies in the teaching-learning process to enrich class discussion and blog posting. Outcomes
21. Outcomes Students strengthen their research skills using various information and communication technologies. Students learn to communicate and collaborate through virtual/online learning environments, from anywhere at anytime. As part of their final projects students develop project proposals and value added information products using podcasting, screencasting and videocasting technologies, as well as other social networking tools.
22. Feel much more prepared for using Web 2.0 tools Value theoretical background of the course for internet usage and professional applications of social networking technologies. Changed their technological paradigm. Recognized the “added value” of internet tools for their research and development of professional competencies in librarianship. Learned how to evaluate, classify and choose reliable information available on the Internet. Student course evaluations(What students expressed (11/09)
23. Student course evaluations (What students expressed (11/09) Satisfaction with their group work at a distance (WIKI), the blended strategies and flexible access to the course materials (24/7). Appreciation of content requirements and quality standards for publishing their work in a graduate blog that is public. Value the paperless nature of the course and the digitized resources. Blog allowed and Wiki allowed constant and open communication with the professor and among peers. Recognition of the innovative modality of the course.
24. On the Seminar we use an open source content management system to create virtual learning environment. Students have access to digitized readings in the Document Library and have posted their work on the content management system. TheSeminaronKnowledge Management
28. Final words – a testimony Things I havelearned… Use web 2.0 resourcestoinnovateon my teachingstrategies and transformtheway I teach. Focusessentiallyonstudents’ learning and outcomes. Empower my studentswithpublishingcapabilities in a blog thatisbeingmadepublic. Stimulateautonomouslearning and guide collaboration of my studentsthroughtechnology. Managetheknowledge and learningprocesswith social networktechnologies.
29. References TecnoInfo - UnaComunidad de Aprendizaje en Linea - http://tecnoinfo6300.blogspot.com/ Means, B., Toyama, Y. Murphy, R, Bakia, M., Jones, J. (2009). Learning Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Center for Technology US Department of Education. Rosales García, S et al. (2008). Modalidad hÍbrida y presencial: comparación de dos modalidades educativas. Revista de Educación Superior. XXXVII (4), No. 148, pp. 23-29. ISBN: 0180-2560. Bonk, C., Kim K. & Zeng, T. Future Directions of Blended Learning In Higher Education and Workplace Learning Settings. In Bonk, C. J. & Graham, C. R. (Eds.). (2005). Handbook of Blended Learning: Global Perspectives, Local designs. Wiley, John & Sons,
30. Thankyou! ¡Gracias por su atención! I am thankfultoall my studentsforthisgreatlearningexperience. nitza.hernandez@upr.edu