The document discusses the use of e-learning and various tools for technology-enhanced learning such as i-lectures, online forums, blogs, social bookmarking, podcasts, virtual worlds and open educational resources which can be used to create engaging, interactive and collaborative learning experiences for students.
This document discusses using technology to support learning for students with autism. It provides an overview of best practices in behavioral treatment for autism and how technology can help implement these practices. Specific technologies are mapped to autism features and learning needs, including tools for data collection, visual supports, instruction, communication, social skills, and more. Examples of apps and software are provided. The document emphasizes using technology to individualize and personalize learning while also implementing principles of universal design for learning.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
The document summarizes a study on promoting open educational resource (OER) reuse among academics. The study involved interviews with OER initiative providers, teachers, and teachers with staff development roles. The study aimed to understand approaches to raising engagement with OER reuse and how engagement can be sustained. It presents an "OER engagement ladder" with increasing levels of engagement from directing students to online resources to sharing one's own OER under an open license. Key stakeholders for supporting OER engagement include academic librarians, learning technologists, and staff developers.
This document discusses the potential benefits of digital game-based learning (GBL) and some of the obstacles to its adoption. It notes that GBL may help develop skills like collaboration, problem-solving, critical thinking and digital literacy. However, obstacles include issues like cost, tools, and a lack of evidence about its impact. The document outlines support from organizations and advocates, and recommends applying what is known about GBL through faculty development and integrating games into courses. It emphasizes that games work for learning because of similar principles like motivation, feedback, practice and engagement.
This document discusses emerging trends in education including increased use of social media, virtual worlds, personal learning networks, visual learning, and mobile devices. It notes that learners are becoming more self-directed, collaborative, and oriented toward peer feedback. New technologies like augmented reality, games, and wearable devices are changing the learning landscape. The future of learning will be more social, collaborative, visual, and integrated across virtual and real worlds. For tools to be effective, it is important to select the right tool for the job and support instructors through professional development.
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.
If you have ever wondered about how the classrooms of the future will look like attend this session by NASSP's National Award Winning Digital Principal Mike King. Mike and Jesse West will take you into the world of the next generation of teaching and learning which Mike calls the New Alexandria. Learn the essential techniques of generating digital content using methods of facilitate, aggregate, curate, and create through project based learning in primordial spaces within the elaborative learning process. In this session you will learn about the new collaboration roles of the curator, and designer, as information is synthesized from, standards, assessment, content, method, and process into newly developed content generated for mobile learning. The end product of these practices will be a digital book for the new "Alexandrian Libraries of the Future." This session is a BYOD with some knowledge of iAuthor, aggregation and curation tools like, twitter, Delicious, Diggo, scoopit, Paper.li and Twitted Times which are all necessary components for your learning, get connected became a curator.
This document discusses using technology to support learning for students with autism. It provides an overview of best practices in behavioral treatment for autism and how technology can help implement these practices. Specific technologies are mapped to autism features and learning needs, including tools for data collection, visual supports, instruction, communication, social skills, and more. Examples of apps and software are provided. The document emphasizes using technology to individualize and personalize learning while also implementing principles of universal design for learning.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
The document summarizes a study on promoting open educational resource (OER) reuse among academics. The study involved interviews with OER initiative providers, teachers, and teachers with staff development roles. The study aimed to understand approaches to raising engagement with OER reuse and how engagement can be sustained. It presents an "OER engagement ladder" with increasing levels of engagement from directing students to online resources to sharing one's own OER under an open license. Key stakeholders for supporting OER engagement include academic librarians, learning technologists, and staff developers.
This document discusses the potential benefits of digital game-based learning (GBL) and some of the obstacles to its adoption. It notes that GBL may help develop skills like collaboration, problem-solving, critical thinking and digital literacy. However, obstacles include issues like cost, tools, and a lack of evidence about its impact. The document outlines support from organizations and advocates, and recommends applying what is known about GBL through faculty development and integrating games into courses. It emphasizes that games work for learning because of similar principles like motivation, feedback, practice and engagement.
This document discusses emerging trends in education including increased use of social media, virtual worlds, personal learning networks, visual learning, and mobile devices. It notes that learners are becoming more self-directed, collaborative, and oriented toward peer feedback. New technologies like augmented reality, games, and wearable devices are changing the learning landscape. The future of learning will be more social, collaborative, visual, and integrated across virtual and real worlds. For tools to be effective, it is important to select the right tool for the job and support instructors through professional development.
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.
If you have ever wondered about how the classrooms of the future will look like attend this session by NASSP's National Award Winning Digital Principal Mike King. Mike and Jesse West will take you into the world of the next generation of teaching and learning which Mike calls the New Alexandria. Learn the essential techniques of generating digital content using methods of facilitate, aggregate, curate, and create through project based learning in primordial spaces within the elaborative learning process. In this session you will learn about the new collaboration roles of the curator, and designer, as information is synthesized from, standards, assessment, content, method, and process into newly developed content generated for mobile learning. The end product of these practices will be a digital book for the new "Alexandrian Libraries of the Future." This session is a BYOD with some knowledge of iAuthor, aggregation and curation tools like, twitter, Delicious, Diggo, scoopit, Paper.li and Twitted Times which are all necessary components for your learning, get connected became a curator.
The document discusses incentivizing user participation in semantic content authoring through gamification and virtual worlds. It outlines how tasks like annotation can be turned into games and embedded in virtual environments to motivate contributions. Examples of semantic games like OntoPronto and virtual world implementations like in Tiny Planets are provided. The conclusion emphasizes that human input is needed for semantic tasks and games/virtual worlds can create successful applications by addressing the challenges of knowledge corpora, design, and ensuring widespread participation.
Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: http://mpbreflections.blogspot.com/p/share.html
Online resources can be used to create, curate, and collaborate in the classroom. Twenty-five tools are listed that allow students to create content, curate information from the web, and collaborate with others. Popular free tools include Google Apps, Prezi, Storybird, and Piktochart which enable creation of documents, presentations, stories, and infographics. These tools are appropriate for a range of ICT skill levels and can be integrated at different stages of the teaching and learning process.
Presentation shared at Governors State University on June 6, 2011. Examines how participating in digital media compelled me to transform my online and face to face classes through podcasts, VoiceThreads, a collaborative wiki activity, and more.
This document discusses using 3D virtual worlds to support student learning. It provides examples of how virtual worlds have been used for education, including a space sciences outreach project where students collaboratively built planets to learn scientific concepts. Evaluation methods discussed for virtual worlds include measuring student engagement, interactions with 3D objects, and peer-reviewed student-created work. The document concludes with implications for implementing virtual worlds, such as the need for technical expertise, faculty training, and institutional support to address challenges.
This document provides an agenda for an electronic portfolio workshop. The agenda includes introductions, defining electronic portfolios, using Google Apps for eportfolios, and topics like reflection, feedback, Google Sites, digital storytelling, and professional development. Attendees will be introduced to different levels of electronic portfolios using Google Docs, Blogger, and Google Sites. They will also discuss the benefits of portfolios and how portfolios can support lifelong learning.
(1) The document discusses how providing students with netbooks in a 1:1 classroom can transform learning by allowing for more creative and collaborative experiences. (2) Tools like Google Docs, Wikispaces, and Diigo enable students to work together on research projects, share presentations, and bookmark online resources. (3) Netbooks also provide opportunities for students to take pictures and videos, create posters and diagrams, and make simple videos to demonstrate their learning. (4) For a 1:1 classroom to be successful, it is important to establish clear rules and routines and provide engaging activities that are learner-driven and allow creative exploration.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
Ontological navigation will continue as long as the presentation of relevant information can be refined to ‘Intuitive Search’ and ‘Data Driven Research’ for a business world that is Gasping in a Gulf of information.
1. The document discusses the concept of "Invisible Learning", which is described as a sociotechnological archetype for a new ecology of education that remixes formal, non-formal, informal, and serendipitous learning.
2. It suggests that invisible learning focuses on how to learn rather than what to learn and involves learning everywhere through ambient and digital means, not just in traditional educational institutions.
3. The document advocates rethinking education to be more open and embracing of technologies, with learning seen as a lifelong continuum occurring in many places beyond schools.
In this collaborative forum the Social Business Design framework will be outlined and enable participants to evaluate their social business landscape, determine immediate actions to get started, and review examples and case studies.
*Evaluate your social business learning landscape
*Review examples and case studies
*Consider how social learning networks can be applied
*Determine immediate actions to get started
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
This document provides a tutorial for uploading a PowerPoint slideshow to YouTube. It explains that YouTube only accepts certain video formats, so PowerPoint files must first be converted to a compatible format like MPG. It recommends using Wondershare DVD Presenter software to convert PowerPoint files to MPG video files. The steps include importing the PowerPoint file, setting conversion settings, processing the conversion to create an MPG file, and then uploading the MPG file to YouTube or MySpace.
This document discusses stretching our imaginations and understanding of God beyond our own limited perspectives. It notes that sin is thinking we know better than God and being biased, cynical, subjective, ignorant, afraid or arrogant. It discusses how Jesus destroyed the dividing wall of hostility between groups and how in Christ we are fellow citizens with God and members of his household. It encourages letting Jesus continue stretching our imaginations.
This document discusses feeling lost and questioning where God is. It references Jeremiah 29:11-14, where God promises to prosper his people and give them a future and hope if they seek him with all their heart. God declares he will listen and be found by those who pray to him during difficult times and when they feel lost.
This document discusses a narrow path that led to a wonderful show involving music. Specifically, it mentions Les yeux noirs, a piece performed by Django Reinhardt on guitar and tzigane violins. The document also includes an email address and date.
1. The document discusses a 10 step process for leveraging social media to develop product strategies and potentially pivot a company's strategy, products, or marketing based on insights from social media.
2. It involves identifying relevant social networks, participating in online communities, analyzing discussions, recording observations about customers' interests and needs, benchmarking topics over time, conducting interviews, reviewing a company's website and strategy, and deciding whether and how to pivot based on social media learnings.
3. The key is ongoing engagement with online communities to understand "tribes" of customers, their interests, pain points and ideas for products in order to innovate and better meet customer needs.
A rich man asked Jesus what he must do to inherit eternal life. Jesus told him to sell all his possessions and give to the poor, then follow him. The man went away sad because he was very wealthy. Jesus then told his disciples how hard it is for the rich to enter the kingdom of God. Jesus reassured them that with God all things are possible. He told his disciples that those who leave everything to follow him will receive rewards both in this life and the next.
This document discusses various topics related to e-learning including tools, pedagogical approaches, and resources. It begins with an overview of e-learning and discusses open educational resources. It then covers specific e-learning tools like blogs, wikis, social bookmarking, and virtual worlds. It also discusses learning theories and frameworks. The document provides examples and links to various open online courses and educational resources. It emphasizes the importance of effective pedagogical approaches when implementing e-learning.
The document discusses the concept of lifelong ePortfolios and how they can be used to represent an individual's digital self across one's lifespan. It explores how ePortfolios can capture past memories, present competencies and character, and future goals. Technologies like mobile devices, cloud computing, and social networking are changing how ePortfolios can be developed and shared to demonstrate learning from early childhood through professional careers and later life. Reflection is highlighted as important for constructing deep learning and developing identity.
The document discusses incentivizing user participation in semantic content authoring through gamification and virtual worlds. It outlines how tasks like annotation can be turned into games and embedded in virtual environments to motivate contributions. Examples of semantic games like OntoPronto and virtual world implementations like in Tiny Planets are provided. The conclusion emphasizes that human input is needed for semantic tasks and games/virtual worlds can create successful applications by addressing the challenges of knowledge corpora, design, and ensuring widespread participation.
Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: http://mpbreflections.blogspot.com/p/share.html
Online resources can be used to create, curate, and collaborate in the classroom. Twenty-five tools are listed that allow students to create content, curate information from the web, and collaborate with others. Popular free tools include Google Apps, Prezi, Storybird, and Piktochart which enable creation of documents, presentations, stories, and infographics. These tools are appropriate for a range of ICT skill levels and can be integrated at different stages of the teaching and learning process.
Presentation shared at Governors State University on June 6, 2011. Examines how participating in digital media compelled me to transform my online and face to face classes through podcasts, VoiceThreads, a collaborative wiki activity, and more.
This document discusses using 3D virtual worlds to support student learning. It provides examples of how virtual worlds have been used for education, including a space sciences outreach project where students collaboratively built planets to learn scientific concepts. Evaluation methods discussed for virtual worlds include measuring student engagement, interactions with 3D objects, and peer-reviewed student-created work. The document concludes with implications for implementing virtual worlds, such as the need for technical expertise, faculty training, and institutional support to address challenges.
This document provides an agenda for an electronic portfolio workshop. The agenda includes introductions, defining electronic portfolios, using Google Apps for eportfolios, and topics like reflection, feedback, Google Sites, digital storytelling, and professional development. Attendees will be introduced to different levels of electronic portfolios using Google Docs, Blogger, and Google Sites. They will also discuss the benefits of portfolios and how portfolios can support lifelong learning.
(1) The document discusses how providing students with netbooks in a 1:1 classroom can transform learning by allowing for more creative and collaborative experiences. (2) Tools like Google Docs, Wikispaces, and Diigo enable students to work together on research projects, share presentations, and bookmark online resources. (3) Netbooks also provide opportunities for students to take pictures and videos, create posters and diagrams, and make simple videos to demonstrate their learning. (4) For a 1:1 classroom to be successful, it is important to establish clear rules and routines and provide engaging activities that are learner-driven and allow creative exploration.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
Ontological navigation will continue as long as the presentation of relevant information can be refined to ‘Intuitive Search’ and ‘Data Driven Research’ for a business world that is Gasping in a Gulf of information.
1. The document discusses the concept of "Invisible Learning", which is described as a sociotechnological archetype for a new ecology of education that remixes formal, non-formal, informal, and serendipitous learning.
2. It suggests that invisible learning focuses on how to learn rather than what to learn and involves learning everywhere through ambient and digital means, not just in traditional educational institutions.
3. The document advocates rethinking education to be more open and embracing of technologies, with learning seen as a lifelong continuum occurring in many places beyond schools.
In this collaborative forum the Social Business Design framework will be outlined and enable participants to evaluate their social business landscape, determine immediate actions to get started, and review examples and case studies.
*Evaluate your social business learning landscape
*Review examples and case studies
*Consider how social learning networks can be applied
*Determine immediate actions to get started
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
This document provides a tutorial for uploading a PowerPoint slideshow to YouTube. It explains that YouTube only accepts certain video formats, so PowerPoint files must first be converted to a compatible format like MPG. It recommends using Wondershare DVD Presenter software to convert PowerPoint files to MPG video files. The steps include importing the PowerPoint file, setting conversion settings, processing the conversion to create an MPG file, and then uploading the MPG file to YouTube or MySpace.
This document discusses stretching our imaginations and understanding of God beyond our own limited perspectives. It notes that sin is thinking we know better than God and being biased, cynical, subjective, ignorant, afraid or arrogant. It discusses how Jesus destroyed the dividing wall of hostility between groups and how in Christ we are fellow citizens with God and members of his household. It encourages letting Jesus continue stretching our imaginations.
This document discusses feeling lost and questioning where God is. It references Jeremiah 29:11-14, where God promises to prosper his people and give them a future and hope if they seek him with all their heart. God declares he will listen and be found by those who pray to him during difficult times and when they feel lost.
This document discusses a narrow path that led to a wonderful show involving music. Specifically, it mentions Les yeux noirs, a piece performed by Django Reinhardt on guitar and tzigane violins. The document also includes an email address and date.
1. The document discusses a 10 step process for leveraging social media to develop product strategies and potentially pivot a company's strategy, products, or marketing based on insights from social media.
2. It involves identifying relevant social networks, participating in online communities, analyzing discussions, recording observations about customers' interests and needs, benchmarking topics over time, conducting interviews, reviewing a company's website and strategy, and deciding whether and how to pivot based on social media learnings.
3. The key is ongoing engagement with online communities to understand "tribes" of customers, their interests, pain points and ideas for products in order to innovate and better meet customer needs.
A rich man asked Jesus what he must do to inherit eternal life. Jesus told him to sell all his possessions and give to the poor, then follow him. The man went away sad because he was very wealthy. Jesus then told his disciples how hard it is for the rich to enter the kingdom of God. Jesus reassured them that with God all things are possible. He told his disciples that those who leave everything to follow him will receive rewards both in this life and the next.
This document discusses various topics related to e-learning including tools, pedagogical approaches, and resources. It begins with an overview of e-learning and discusses open educational resources. It then covers specific e-learning tools like blogs, wikis, social bookmarking, and virtual worlds. It also discusses learning theories and frameworks. The document provides examples and links to various open online courses and educational resources. It emphasizes the importance of effective pedagogical approaches when implementing e-learning.
The document discusses the concept of lifelong ePortfolios and how they can be used to represent an individual's digital self across one's lifespan. It explores how ePortfolios can capture past memories, present competencies and character, and future goals. Technologies like mobile devices, cloud computing, and social networking are changing how ePortfolios can be developed and shared to demonstrate learning from early childhood through professional careers and later life. Reflection is highlighted as important for constructing deep learning and developing identity.
This document discusses emerging technology trends in education that are transforming classrooms. It highlights trends that will have major impacts in the next 1-5 years according to education technology reports. These include increased use of mobile devices, apps, tablets, game-based learning, and learning analytics in the next 1-3 years and augmented reality and natural user interfaces in the next 4-5 years. The document provides examples of how these technologies can engage students and help teachers better meet student needs through differentiation and personalized learning.
5 Ways Organizations Get eLearning WrongJohn Schulz
I delivered this presentation at the 2009 Chicago eLearning & Technology Showcase.
The issues were identified through an informal survey posted to several social networks. Participants were asked to identify one way their organization got elearning wrong - that is, to identify one 'thing' that threatened the success of elearning deployment within their organization.
Many of the responses were rather tactical - the specific way a particular course was designed, the particular tool used, etc. All of the responses, however, pointed to one of five strategic issues. Those are explored here, and were supported by research/comments from a number of industry sources.
This presentation really calls for a slidecast, as the presentation was designed to be very conversational. As a result, the slides are somewhat thin on text. Until a slide cast can be created, please feel free to write me with questions.
Again, many of the ideas represented here are not original thought. I try to reference these sources on the slides as appropriate. Please let me know if I missed someone.
Design-based research in technology-enhanced learning (TEL) aims to improve educational practice through iterative design, development, and implementation of interventions in real-world contexts. It involves collaboration between researchers and practitioners and leads to contextually sensitive design principles. The methodology is systematic but flexible, and builds on learning design frameworks to make the design process explicit and enable sharing of best practices.
This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
Saiful hidayat : Teknik Elektro Universitas Brawijaya Malang : being creativ...Saiful Hidayat
The document discusses six aptitudes needed for careers in the digital broadband era: design, storytelling, synthesis abilities, empathy, play, and finding meaning. It provides examples of each aptitude and ways to develop skills in areas like visual literacy, cross-discipline projects, public speaking, and applying concepts to real-world problems. The broad message is that traditional skills alone are no longer sufficient, and workers must cultivate creative and conceptual abilities to thrive in today's economy.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
This document discusses the use of ePortfolios and web 2.0 tools to improve and showcase student learning. It defines ePortfolios as purposeful collections of student work that can be used for multiple purposes like celebration of learning, personal planning, and assessment. Web 2.0 tools like blogs, wikis and Google tools allow for interactivity and engagement in ePortfolio development. Different levels of ePortfolio implementation are described from basic collection of work to primary purposes of learning/reflection and showcase/accountability. Scaffolding reflection through tools like digital storytelling is also covered.
The document introduces the concept of using mobile devices to develop electronic portfolios at different developmental levels, from a basic collection of artifacts to a more advanced showcase, and demonstrates how apps can be used for reflection, feedback, and editing portfolios. It also discusses the objectives of reflection, identity development, and online branding for electronic portfolios.
The document discusses nurturing a professional development ecosystem using an analogy to biological ecosystems. It describes using an ecosystem approach to professional development by viewing it as a network of interconnected systems with various roles like producers, consumers, and decomposers. Tools like blogs, wikis, and social networks can help facilitate information sharing and learning at different levels of engagement within this professional development ecosystem.
The document discusses the rise of Web 2.0 technologies and their potential applications for learning networks and personalized learning environments. It explores how these new technologies enable more collaborative, immersive, and learner-centered forms of learning compared to traditional online learning models. The document raises questions about how educational institutions should respond to support these new forms of informal, networked, and interest-driven learning.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
The document discusses designing immersive worlds to enhance learning experiences. It summarizes research showing how reaching learners, engagement, purposefulness, feedback, and experience can accelerate learning. An example of using a learning management system, 3D virtual world, and project-based learning for an innovation management course is provided. Key aspects of an engaging user/learner experience are identified as having a clear purpose, a sense of presence and connection with others, being in a state of flow, and engaging learners through their senses, actions, emotions, cognition, and creativity. Immersive worlds are proposed as a way to enhance these aspects of experience online.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of all learners by reducing barriers in curriculum and instruction. UDL is based on research about how the brain learns and recognizes that every student learns differently. It calls for providing multiple means of representation, expression, and engagement to accommodate learner variability. The goal is to make learning accessible to everyone through flexibility and choice in how information is presented, how students demonstrate knowledge, and how they are motivated to learn.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of all learners by reducing barriers in curriculum and instruction. UDL is based on research about how the brain learns and provides multiple means of representation, expression, and engagement. It encourages teachers to understand learner variability, use flexible methods and materials, and foster learner motivation and interest through tapping into their "sparks". The goal is to design inclusive learning environments that can accommodate diverse needs from the beginning rather than making accommodations later.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of diverse learners by providing multiple means of representation, expression, and engagement. UDL is based on research about how the brain learns and is meant to reduce barriers in education by developing flexible learning environments accommodated for individuals' varied abilities, needs and learning styles. The document outlines the principles of UDL and provides examples of how its guidelines can be applied through technologies, materials, and teaching methods to benefit all students.
Similar to Usinge learningtofacilitate21stcenturylearningslideshare-090709062609-phpapp02 (20)
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.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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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
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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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!"
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
8. Generating new Higher-
Higher-Level
ideas, products,
processes, or
Create Thinking
ways of viewing
things. Evaluate
Analyze
Apply
Understand
Remember
Lower-level
Adapted from: http://www.apa.org/ed/new_blooms.html Thinking
9. • Critical Thinking
• Problem Solving
• Creativity
• Innovation
• Communication
• Collaboration
A Roadmap For 21st Century Learning
URL: http://www.21stcenturyskills.org/route21/
11. Symphony Empathy
Design Meaning
Story Play
Source: http://en.wikipedia.org/wiki/A_Whole_New_Mind
12. Photons
Bits Genes
IT Bio
Nano Neuro
Atoms Neurons
Qubits
“The Innovation economy is coming. It will bring sweeping global change that affects
everyone…Those who embrace innovation and adapt quickly will win…The Innovation
economy is a revolution in how individuals use ideas, knowledge, and
conduct commerce.” – James Canton
13. "640K ought to be
enough for anybody."
- Bill Gates, 1981
14. Electronic learning (or E-Learning or eLearning)
is a term for all types of technology-enhanced learning
(TEL), where technology is used to support the learning
process.
“Pedagogy empowered by digital technology"
Source: http://en.wikipedia.org/wiki/E-learning
15.
16. “…a form of knowledge and a pedagogy based on the idea that knowledge is
distributed across a network of connections and that learning consists of the
ability to construct and traverse those networks. “
Source: http://www.elearnspace.org/media/ProfessionalDevelopment/player.html George Siemens
18. Learning Using A Network of Diverse Technologies
Source: http://www.innovateonline.info/index.php?view=article&id=668
19. "Insanity: doing the same thing over and
over again and expecting different results."
- Albert Einstein
20. UMIS
E-mail
iDrive
AIR
MOFA
IMULP E-Library
Q-Bank
Asynchronous Synchronous i-Lectures Quiz
Lecture Notes Portfolio
Forum Chat
Podcasts Assignment
Blogging Video Conferencing
Glossary Case Summary
Micro-blogging Web Conferencing
Bookmarking Simulations
3D Virtual Spaces Games
Wiki
RSS OER/OCW
21. Moodle is a user-friendly open source and free application that is designed to
user-
help educators create online courses with opportunities for rich interaction and
collaboration.
collaboration. Besides uploading and managing online resources, one can add
etc.
forums, quizzes, assignments, glossary polls, wikis, blogs, etc.
http://moodle.org/
22. Elgg empowers individuals, groups and institutions to create their own
fully- environments.
fully-featured social learning environments.
http://elgg.org/
23. LAMS is a great tool for designing, managing and delivering online collaborative
activities.
learning activities. It provides teachers with a highly intuitive visual authoring
environment for creating sequences of learning activities.
activities.
http://www.lamsinternational.com/
24. Real-Time Cost-Savings
Leverage Student Accessibility
Student
Quality Convenience
Flexibility Record
Students
Lecturer
http://www.wiziq.com/ http://www.dimdim.com/
25. “A good teacher makes you think even
when you don’t want to.”
- Fisher, 1998, Teaching Thinking
26. Average
retention rate
Teaching Others 90%
Practice by Doing 75%
Discussion Group 50%
Demonstration 30%
Audiovisual 20%
Reading 10%
Lecture 5%
Adapted from: http://www.geography.utoledo.edu/eod/Learning%20Pyramid.jpg
29. Low Range = 12:1
High Range = 60:1
How long does it take to create a
1 hour i-Lecture?
Source: Brandon Hall Research, Custom Content Development Knowledgebase
30. Stakeholders Benefits
Educators Less lectures to conduct (and repeat)
More time to interact with students
More time to conduct research
Less traveling needed
Global reach
More time for family/friends during weekends
Students Access and review lectures anytime, anywhere
Experience more engaging e-learning content
University Consistent quality and delivery of
lectures
36. Blog (short of Weblog):
Is a Web site, usually maintained by an
individual, with regular entries of commentary,
descriptions of events, or other material such as
graphics or video.
Entries are commonly displayed in reverse-
chronological order.
"Blog" can also be used as a verb, meaning to
maintain or add content to a blog.
Source: http://en.wikipedia.org/wiki/Blog
39. 1. Post latest Industrial-related
trends and news
2. Post materials and resources
3. Host online discussions
4. Build a class newsletter
5. Group projects to co-produce
content
6. Reflect your teaching and
learning experiences
*List adapted from “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms” by Will Richardson
Book: http://books.google.com.my/books?id=6PFjF9BQe2AC
40. A form of blogging that allows users to write brief text updates
(usually 140 characters) and publish them, either to be viewed by
anyone or by a restricted group which can be chosen by the user.
http://twitter.com/
46. A website created by a group; rather than by an
individual.
In Hawaiian, Wiki means “quick”
What I Know Is… (descriptive of the process of
collaborative content development.)
Wikis are websites that we
can build together!
52. RSS stands for Real Simple Syndication or Rich
Site Summary.
A web page with a .xml file type that can be
subscribed to and read by a newsreader
(aggregator). The aggregator will find the new
content and display it when it becomes available.
In essence, it is content that comes to you,
instead of having to search for it. It will save you
an infinite amount of time.
Source: http://en.wikipedia.org/wiki/RSS
58. Social bookmarking is a method for Internet users
to store, organize, search, and manage bookmarks
of web pages on the Internet with the help of
metadata (tags).
Folksonomy (from folk + taxonomy) is the practice
and method of collaboratively creating and managing
tags to annotate and categorize content.
Source: http://en.wikipedia.org/wiki/Social_bookmarking
60. 1. Great for groups researching a topic together or an instructor that
wants to share great websites they have found.
2. Others can subscribe to your bookmarks or individual tags and
receive them whenever the publisher adds a new bookmark.
3. Create working bibliographies for projects by ensuring they share a
common tag.
4. Build lists of resources with fellow students/ teachers (decide on
common tags first).
5. Create a network with friends or fellow club members with whom
you share an interest.
6. Spend a few minutes planning how you’ll tag so that your tags are
consistent (remember – no spaces within tags!)
– Plural vs singular
– Teacher’s names / course names
7. Clean up your tags periodically using the delete and rename tag
functions.
Adapted from: http://www.slideshare.net/leonardstern/rss-in-education/
67. Is the first step in an
ambitious, long-term
long-
project to make all
systematic knowledge
immediately computable
anyone.
by anyone.
http://www.wolframalpha.com/
68. Wordle is a toy for generating “word clouds” from text that you provide.
http://wordle.net/
72. “…are educational materials and
resources offered freely and openly
for anyone to use and under some
licenses to re-mix, improve and
redistribute.”
More definitions: http://learn.creativecommons.org/resources/faq/
85. Sound is caused by changes of pressure in the air that is transformed
ear.
into nerve impulses in the inner ear.
http://nobelprize.org/educational_games/medicine/ear/index.html
86. There has been a mysterious outbreak of unhealthy habits among kids,
and we need to solve these cases. All junior food detectives will get
cases.
secret training on how to eat right and exercise.
exercise.
http://members.kaiserpermanente.org/redirects/landingpages/afd/
88. An educational video game that introduces basic concepts of human
entry- students.
immunology to high school and entry-level college students. It aims
to excite students about the subject, while also illuminating general
immunology.
principles and detailed concepts of immunology.
http://fas.org/immuneattack/