Virtual learning is defined as distance learning, online learning, and e-learning that uses a medium like the internet to communicate with learners. A virtual learning environment (VLE) allows students to interact with learning materials, other students, and teachers through online content, discussions, forums, chats, and exercises. While originally for distance education, VLEs are now commonly used to support traditional in-person classes. Adopting a VLE provides flexibility, increases access to resources, and enables collaborative work, but requires significant staff training and support to implement effectively.
Points of Strength & Distinction at Assiut University Faculty of Education (A...memogreat
Abdallah, M. M. S. (2015). Points of Strength & Distinction at Assiut University Faculty of Education (AUFOE). Presentation made at Quality Assurance Unit, Assiut University Faculty of Education, Capacity Development of Faculties of Education in International approaches to teacher education, as an event in a 6-day visit to Assiut University, Egypt, by a delegation from Stockholm University, Sweden, as part of TEMPUS Exchange Programme (6-12 March, 2015).
This slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
Program of community-building strategies for online and hybrid learning courses. This session will cover strategies developed by the OCTC Title III team geared toward online student engagement, success, retention, and completion.
Points of Strength & Distinction at Assiut University Faculty of Education (A...memogreat
Abdallah, M. M. S. (2015). Points of Strength & Distinction at Assiut University Faculty of Education (AUFOE). Presentation made at Quality Assurance Unit, Assiut University Faculty of Education, Capacity Development of Faculties of Education in International approaches to teacher education, as an event in a 6-day visit to Assiut University, Egypt, by a delegation from Stockholm University, Sweden, as part of TEMPUS Exchange Programme (6-12 March, 2015).
This slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
Program of community-building strategies for online and hybrid learning courses. This session will cover strategies developed by the OCTC Title III team geared toward online student engagement, success, retention, and completion.
Reflecting on what has happened to Higher Education in 2020 in Australia, in responding to the pandemic, may seem a bit premature to some. But on the other hand, we need to learn these lessons quickly as there are no guarantees moving forward. Thankfully many of us have had reasonably robust technology enhanced learning environments to fall back onto. But let’s face it, this hasn’t always been elegant as it could be. So, reflecting on some of the things we have learned in 2020, it is worth distilling some thoughts as we move in to 2021, particularly around TEL and the funding environment for HE. Let's do a SWOT and see what others think too.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching and assessment. Therefore we have had to find new tools and techniques to help us with these new tasks online. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TELIan Glover
Presented on 1st May 2014 at Blackboard Teaching and Learning Conference (#BbTLC2014) at University College Dublin. This worshop encouraged attendeed to engage with materials created by Sheffield Hallam University as part of their Changing the Learning Landscape (CLL) transforamtion project.
This presentation introduced my Advanced Moodle professional development session. The presentation also includes content from my Introduction to Moodle presentation.
Reflecting on what has happened to Higher Education in 2020 in Australia, in responding to the pandemic, may seem a bit premature to some. But on the other hand, we need to learn these lessons quickly as there are no guarantees moving forward. Thankfully many of us have had reasonably robust technology enhanced learning environments to fall back onto. But let’s face it, this hasn’t always been elegant as it could be. So, reflecting on some of the things we have learned in 2020, it is worth distilling some thoughts as we move in to 2021, particularly around TEL and the funding environment for HE. Let's do a SWOT and see what others think too.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching and assessment. Therefore we have had to find new tools and techniques to help us with these new tasks online. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TELIan Glover
Presented on 1st May 2014 at Blackboard Teaching and Learning Conference (#BbTLC2014) at University College Dublin. This worshop encouraged attendeed to engage with materials created by Sheffield Hallam University as part of their Changing the Learning Landscape (CLL) transforamtion project.
This presentation introduced my Advanced Moodle professional development session. The presentation also includes content from my Introduction to Moodle presentation.
It is a seminar presentation on a technology called Virtual reality. It key features are what is virtual reality, its history and evolution, its types, devices that are used for Virtual reality and where virtual reality is applicable.
G N Wikramanayake (2003) e-Learning: Changes in Teaching and Learning Styles In:22nd National Information Technology Confere 118-124 Computer Society of Sri Lanka Colombo, Sri Lanka: CSSL Jul 3-4, ISBN: 955-9155-11-3
A CONCEPTUAL MODEL FOR VIRTUAL CLASSROOM MANAGEMENTijcseit
Classroom management refers to the actions and strategies that teachers use to maintain order in a
classroom. A Virtual classroom is an asynchronous-based online learning environment that delivers course
materials to learners and provides collaboration and interaction using an asynchronous-based forum as
the main platform to support the learners’ independent study. In a physical classroom there is physical
contact between the students and the instructor. This makes it easy for the instructor to enforce rules that
are intended for effective classroom management. This physical contact is elusive in a virtual classroom
and yet effective classroom management is desired. Virtual classroom is useful to the students for revision
exercise; as a backup for physical classroom contact. This paper proposes a conceptual model using
existing virtual tool to bring about an effective classroom management strategies in a Virtual classroom.
Classroom management refers to the actions and strategies that teachers use to maintain order in a
classroom. A Virtual classroom is an asynchronous-based online learning environment that delivers course
materials to learners and provides collaboration and interaction using an asynchronous-based forum as
the main platform to support the learners’ independent study. In a physical classroom there is physical
contact between the students and the instructor. This makes it easy for the instructor to enforce rules that
are intended for effective classroom management. This physical contact is elusive in a virtual classroom
and yet effective classroom management is desired. Virtual classroom is useful to the students for revision
exercise; as a backup for physical classroom contact. This paper proposes a conceptual model using
existing virtual tool to bring about an effective classroom management strategies in a Virtual classroom.
A CONCEPTUAL MODEL FOR VIRTUAL CLASSROOM MANAGEMENTijcseit
Classroom management refers to the actions and strategies that teachers use to maintain order in a classroom. A Virtual classroom is an asynchronous-based online learning environment that delivers course materials to learners and provides collaboration and interaction using an asynchronous-based forum as the main platform to support the learners’ independent study. In a physical classroom there is physical contact between the students and the instructor. This makes it easy for the instructor to enforce rules that are intended for effective classroom management. This physical contact is elusive in a virtual classroom and yet effective classroom management is desired. Virtual classroom is useful to the students for revision exercise; as a backup for physical classroom contact. This paper proposes a conceptual model using existing virtual tool to bring about an effective classroom management strategies in a Virtual classroom.
A CONCEPTUAL MODEL FOR VIRTUAL CLASSROOM MANAGEMENTijcseit
Classroom management refers to the actions and strategies that teachers use to maintain order in a
classroom. A Virtual classroom is an asynchronous-based online learning environment that delivers course
materials to learners and provides collaboration and interaction using an asynchronous-based forum as
the main platform to support the learners’ independent study. In a physical classroom there is physical
contact between the students and the instructor. This makes it easy for the instructor to enforce rules that
are intended for effective classroom management. This physical contact is elusive in a virtual classroom
and yet effective classroom management is desired. Virtual classroom is useful to the students for revision
exercise; as a backup for physical classroom contact. This paper proposes a conceptual model using
existing virtual tool to bring about an effective classroom management strategies in a Virtual classroom.
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Advances in computer technology continue to change the
lives of instructors and students. One of the exciting new ways
to use computers in education is in testing. According to Brown
(1997), computer-based tests (CBTs) have been used in second
language testing since the early 80's. This rapid change in mode
of administration of tests is very understandable. As Jamieson
(2005) states, computers have a number of very desirable
functions that considerably eases up the test creation and
assessment task, including item creation and presentation,
answer collection and scoring, statistical analysis, and storage,
transmission, and retrieval of information. Also the literature on
computer-assisted language learning indicates that language
learners have generally positive attitudes towards using
computers in the classroom (Reid, 1986; Neu and Scarcella,
1991; Phinney, 1991).
Computer-based assessment has been used in many
disciplines to give both formative feedback and to offer
summative testing. This is especially so in the sciences. There is
evidence to suggest that formative computer-based assessment
can produce improvement in student learning outcomes
(Clariana, 1993) and that this can lead to a positive attitudes of
students to learning.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• 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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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