VII Jornadas eMadrid "Education in exponential times". "Learning and teaching introductory programming in Higher Education, strategies and tools". Antonio Mendes. Universidad de Coimbra. 03/06/2017.
VII Jornadas eMadrid "Education in exponential times". "Learning and teaching introductory programming in Higher Education, strategies and tools". Antonio Mendes. Universidad de Coimbra. 03/06/2017.
Synergy of Performance-Based Model and Cognitive Trait Model in DP-ITSZoran Jeremic
The document describes DEPTHS, a system for teaching design patterns that:
1) Intelligently represents educational material adjusted to student performance and allows independent study of patterns.
2) Models students based on personal data, performance data, and cognitive traits to personalize instruction.
3) Has modules for student modeling, pedagogy, domain knowledge, and presentation with registration, lesson, and test examples.
4) Plans future additions of an authoring tool, improved cognitive trait modeling, and problem generator.
This document summarizes Zoran Jeremić's PhD dissertation on using semantic web technologies to support collaborative learning. It outlines the basic concepts of collaborative learning and semantic web technologies. It then describes the DEPTHS system, which uses an ontology and semantic web services to provide context-aware learning resources and tools to support project-based learning of software design patterns. An evaluation with students found the DEPTHS approach was generally effective for learning patterns and the integrated tools were useful.
Project-based Collaborative Learning Environment with Context-aware Education...Zoran Jeremic
This document proposes DEPTHS, a project-based collaborative learning environment for teaching design patterns with context-aware educational services. It discusses the pedagogical background of project-based and engagement-based learning. It then describes the DEPTHS architecture and implementation using Moodle, Sesame, OATS, and other tools. An evaluation was conducted with 13 students learning design patterns in DEPTHS, finding it more effective than traditional methods and the integrated tools and services useful for learning. Future work could expand it to workplace learning and portfolio management.
This document discusses a small-scale research project where university teachers participated in an online learning environment for a week to experience online learning from a student's perspective. After the experience, the teachers discussed their reflections in a focus group.
The main results were that the teachers developed practical skills in using online tools, learned to evaluate the appropriate application of technology to support learning. They also gained an appreciation for managing their online identity and the importance of emotional empathy in online learning. The experience gave them a greater awareness of both the possibilities and limitations of online learning and the need to critically evaluate online learning design and expectations of student engagement.
Project-based Collaborative Learning of Software PatternsZoran Jeremic
This document proposes a framework called DEPTHS to support collaborative learning of software design patterns. DEPTHS would integrate various tools used for learning patterns into a single semantic framework. This would allow exchange of data about learning activities between tools and provide context-aware, personalized learning services. The framework would use ontologies like LOCO to share knowledge about learning objects, domains, and activities. DEPTHS would include a course management system, project tools, annotation tools, and online repositories to support collaborative work and feedback. The goal is to improve students' learning effectiveness and efficiency through a more integrated approach.
Providing A Collaborative Learning Environment For Student Teams And Corporat...tphillip
This file provides information concerning how to establish a collaborative learning environment that allows online learners to work in teams on projects for corporate clients. It was used as part of his presentation at the 2009 Instructional Technology Conference.
Dr. Timothy L. Phillips
Department of Instructional Technology
Bloomsburg University
tphillip@bloomu.edu
This document evaluates software called "WINDOWS MOVE MAKER" which allows users to import, edit, manage and share digital home videos. It rates the software on various criteria related to educational value, ease of use, effective computer use, presentation, effectiveness, practice/assessment/feedback, documentation and program content. Overall, the software seems to receive positive ratings across most criteria.
Synergy of Performance-Based Model and Cognitive Trait Model in DP-ITSZoran Jeremic
The document describes DEPTHS, a system for teaching design patterns that:
1) Intelligently represents educational material adjusted to student performance and allows independent study of patterns.
2) Models students based on personal data, performance data, and cognitive traits to personalize instruction.
3) Has modules for student modeling, pedagogy, domain knowledge, and presentation with registration, lesson, and test examples.
4) Plans future additions of an authoring tool, improved cognitive trait modeling, and problem generator.
This document summarizes Zoran Jeremić's PhD dissertation on using semantic web technologies to support collaborative learning. It outlines the basic concepts of collaborative learning and semantic web technologies. It then describes the DEPTHS system, which uses an ontology and semantic web services to provide context-aware learning resources and tools to support project-based learning of software design patterns. An evaluation with students found the DEPTHS approach was generally effective for learning patterns and the integrated tools were useful.
Project-based Collaborative Learning Environment with Context-aware Education...Zoran Jeremic
This document proposes DEPTHS, a project-based collaborative learning environment for teaching design patterns with context-aware educational services. It discusses the pedagogical background of project-based and engagement-based learning. It then describes the DEPTHS architecture and implementation using Moodle, Sesame, OATS, and other tools. An evaluation was conducted with 13 students learning design patterns in DEPTHS, finding it more effective than traditional methods and the integrated tools and services useful for learning. Future work could expand it to workplace learning and portfolio management.
This document discusses a small-scale research project where university teachers participated in an online learning environment for a week to experience online learning from a student's perspective. After the experience, the teachers discussed their reflections in a focus group.
The main results were that the teachers developed practical skills in using online tools, learned to evaluate the appropriate application of technology to support learning. They also gained an appreciation for managing their online identity and the importance of emotional empathy in online learning. The experience gave them a greater awareness of both the possibilities and limitations of online learning and the need to critically evaluate online learning design and expectations of student engagement.
Project-based Collaborative Learning of Software PatternsZoran Jeremic
This document proposes a framework called DEPTHS to support collaborative learning of software design patterns. DEPTHS would integrate various tools used for learning patterns into a single semantic framework. This would allow exchange of data about learning activities between tools and provide context-aware, personalized learning services. The framework would use ontologies like LOCO to share knowledge about learning objects, domains, and activities. DEPTHS would include a course management system, project tools, annotation tools, and online repositories to support collaborative work and feedback. The goal is to improve students' learning effectiveness and efficiency through a more integrated approach.
Providing A Collaborative Learning Environment For Student Teams And Corporat...tphillip
This file provides information concerning how to establish a collaborative learning environment that allows online learners to work in teams on projects for corporate clients. It was used as part of his presentation at the 2009 Instructional Technology Conference.
Dr. Timothy L. Phillips
Department of Instructional Technology
Bloomsburg University
tphillip@bloomu.edu
This document evaluates software called "WINDOWS MOVE MAKER" which allows users to import, edit, manage and share digital home videos. It rates the software on various criteria related to educational value, ease of use, effective computer use, presentation, effectiveness, practice/assessment/feedback, documentation and program content. Overall, the software seems to receive positive ratings across most criteria.
CALL-IS/LTSIG Conference Tech Standards session Oct 12, 2013healeyd
Presentation by Deborah Healey, Phil Hubbard, Sophie Ioannou-Georgiou, and Paige Ware (with help from Elizabeth Hanson-Smith) given as part of the online conference, Using Technology in Teaching: Principles in Practice Oct 12, 2013
IATEFL LTSIG and TESOL CALL-IS jointly sponsored the sessions
This document provides information about the course "Technology & Language Learning" offered at King Khalid University. The course is a blended model with both online and classroom activities. It introduces students to theories of technology-enhanced language learning and the role of technology in language acquisition. Over the term, students will learn about topics like e-learning, mobile-assisted language learning, and social media language learning through lectures, class activities, and online discussions, quizzes, assignments and tests. Students will be assessed on their performance in these activities, online tests, and a final exam. The course aims to help students utilize technology for language testing and research purposes.
The steady rise of new technologies, especially in the area of mobile assisted language learning, has created new opportunities as well as challenges for foreign language learning. Since learners have more and more access to a wide range of devices and learning resources, teachers are challenged to explore the potential and benefits of these to support their students’ learning. In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact amongst each other.
To address this we have designed an app, based on a highly interactive, ubiquitous and constructive learning approach. The app is called Guess it! Language Trainer and allows learners to share, assess and co-construct their foreign language knowledge. Learning contents are no longer delivered but integrated into versatile tasks which although individually performed, affect the community of learners. The current research paper presents the first results of an ongoing project using the Guess it! Language Trainer app in a compulsory German language course at a Spanish University. In our paper we will firstly describe how the app has been used to support students’ language learning outside the classroom, secondly, how it helped learners to get actively involved in their own learning processes and thirdly, how the teacher can use the information stored in the system to assess students’ language learning.
TELL ME MORE is an e-learning language solution that offers:
- Courses in 7 languages with over 2,000 hours of content per language
- Voice recognition technology to practice speaking skills
- Placement tests, progress reports, and tutoring support
- Flexibility to use anywhere and anytime on any device
- Administrative tools to manage students, courses, and reporting
The document summarizes the objectives of an OLnet Fellowship held in September/October 2011. The fellowship aimed to build discussions around an existing collection of learning designs for online role play and simulation. It also aimed to refine frameworks for describing collaborative learning and test visualization methods for accessing learning design descriptions. The document discusses different frameworks used by teachers to plan and document their teaching and identifies six ways of representing learning designs for online role play.
Pre-Calculus Math Modules - CNIE Conference 2008sklaw
This document discusses a project to create short, standalone online math learning modules to help improve completion rates in first-year calculus courses. It describes designing the modules for adult learners based on research showing shorter, more modularized content increases persistence. Modules were created using Cognitive Tutor Authoring Tools and Flash, with a maximum length of 30 minutes. An example module from Athabasca University demonstrates components like examples, exercises, and assessments to teach concepts in small chunks with feedback.
The document discusses the development of technology standards for TESOL by an international task force over three years. It outlines the process used to create standards for both language teachers and learners. The standards are organized into goals and performance indicators. They are designed to guide teachers, education programs, and administrators on appropriate integration of technology into language teaching and learning. The full standards and additional resources will be available online for ongoing discussion and refinement.
A Semantic-rich Framework for Learning Software PatternsZoran Jeremic
The document proposes DEPTHS (DEsign Patterns Teaching Help System), a semantic-rich framework for collaboratively learning software design patterns. DEPTHS integrates various tools for learning patterns through a shared semantic foundation. This allows students to exchange learning activities and resources across tools. DEPTHS maps tools and content to ontologies to enable context-aware and personalized learning services. The goal is an integrative environment that improves learning effectiveness and efficiency through recommendation and ubiquitous knowledge sharing.
The document outlines the stages of technology integration in education: entry, adoption, adaptation, appropriation, and invention. It discusses barriers to integration like time, training, resources, and support. The entry stage involves using basic text materials and traditional instruction. Later stages incorporate more technology into lessons, projects, and new teaching styles as teachers' understanding grows. The goal is for technology to enhance learning and allow students to demonstrate knowledge in new ways.
A Semantic-rich Framework for Learning Software PatternsZoran Jeremic
The document proposes DEPTHS, a semantic-rich framework for learning software design patterns. DEPTHS aims to integrate collaborative tools and online repositories to provide context-aware and personalized learning services. It uses semantic technologies like ontologies and annotations to share knowledge about learning activities and resources across different tools. The framework architecture includes a course management system integrated with semantic repositories and tools. This allows students to experience pattern-based development and receive feedback in the context of real-world problems.
Using Assistive Technology: Issues of Perseverance and Responsibility Cheryl ...Abi James
Presented by Cheryl Dobbs at the BDA International Conference 2014.
As part of a qualitative study that investigated the different contexts in which students used digital technologies to support their personal difficulties with writing, this paper focuses upon one student's experience. It culminated in an exploration of his use of different technologies and specifically his adoption of speech recognition software to support his issues with dyslexia and dyspraxia. This student’s experience does not dwell purely upon successful implementation but demonstrates the problems, frustrations and barriers he encountered as he endeavoured to strive for productivity in different educational environments. This included his experience in both primary and secondary schools, and subsequently university. Some of the strategies he ultimately employed to facilitate use will be explored, since these emphasise the importance of personal autonomy and responsibility for his own learning needs.
This presentation is one to be used with the introduction of an innovation plan focused on creating a blended learning environment in my elementary school.
The document summarizes the findings of a survey of 401 communication department chairs on their curriculum practices regarding convergence education. Key findings include:
1) Departments are focusing on integrating convergence topics into existing curriculum rather than creating new courses, with common courses being web design, multimedia newsgathering, and digital reporting.
2) Popular topics taught across multiple classes include digital storytelling and convergent journalism.
3) Hands-on courses tend to be taught by full-time faculty while theory courses are split between full-time and part-time.
4) The document concludes by questioning if convergence courses could be offered to more students, including first-years, and opportunities for interdepartmental collaboration
1) A comparative study examined the instructional effectiveness of video-based versus print-based instructional materials for teaching practical skills. It found that students using video-based materials exhibited superior skills acquisition and craftsmanship, though both were equally effective for teaching theory.
2) A non-comparative study evaluated the use of interactive whiteboards in classrooms. Teachers reported improvements in student motivation with the whiteboards, and most teachers found them effective for student learning gains. However, setting up the whiteboards was problematic when teachers had to do it alone.
E learning in higher education analyzing critical factorsNeuza Pedro
This document discusses two critical factors for promoting e-learning in higher education institutions: organizational strategy and teachers' professional development. It describes a study that identified the top 10 critical success factors for organizational strategy, including having a clear institutional e-learning strategy and adequate IT infrastructure. It also discusses challenges to developing an effective strategy due to lack of training for decision makers. For teachers' professional development, it notes the importance of training but challenges including lack of time and incentives for professors focused on research. Workshops have been shown to improve e-course quality when professors attend multiple times.
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
CALL-IS/LTSIG Conference Tech Standards session Oct 12, 2013healeyd
Presentation by Deborah Healey, Phil Hubbard, Sophie Ioannou-Georgiou, and Paige Ware (with help from Elizabeth Hanson-Smith) given as part of the online conference, Using Technology in Teaching: Principles in Practice Oct 12, 2013
IATEFL LTSIG and TESOL CALL-IS jointly sponsored the sessions
This document provides information about the course "Technology & Language Learning" offered at King Khalid University. The course is a blended model with both online and classroom activities. It introduces students to theories of technology-enhanced language learning and the role of technology in language acquisition. Over the term, students will learn about topics like e-learning, mobile-assisted language learning, and social media language learning through lectures, class activities, and online discussions, quizzes, assignments and tests. Students will be assessed on their performance in these activities, online tests, and a final exam. The course aims to help students utilize technology for language testing and research purposes.
The steady rise of new technologies, especially in the area of mobile assisted language learning, has created new opportunities as well as challenges for foreign language learning. Since learners have more and more access to a wide range of devices and learning resources, teachers are challenged to explore the potential and benefits of these to support their students’ learning. In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact amongst each other.
To address this we have designed an app, based on a highly interactive, ubiquitous and constructive learning approach. The app is called Guess it! Language Trainer and allows learners to share, assess and co-construct their foreign language knowledge. Learning contents are no longer delivered but integrated into versatile tasks which although individually performed, affect the community of learners. The current research paper presents the first results of an ongoing project using the Guess it! Language Trainer app in a compulsory German language course at a Spanish University. In our paper we will firstly describe how the app has been used to support students’ language learning outside the classroom, secondly, how it helped learners to get actively involved in their own learning processes and thirdly, how the teacher can use the information stored in the system to assess students’ language learning.
TELL ME MORE is an e-learning language solution that offers:
- Courses in 7 languages with over 2,000 hours of content per language
- Voice recognition technology to practice speaking skills
- Placement tests, progress reports, and tutoring support
- Flexibility to use anywhere and anytime on any device
- Administrative tools to manage students, courses, and reporting
The document summarizes the objectives of an OLnet Fellowship held in September/October 2011. The fellowship aimed to build discussions around an existing collection of learning designs for online role play and simulation. It also aimed to refine frameworks for describing collaborative learning and test visualization methods for accessing learning design descriptions. The document discusses different frameworks used by teachers to plan and document their teaching and identifies six ways of representing learning designs for online role play.
Pre-Calculus Math Modules - CNIE Conference 2008sklaw
This document discusses a project to create short, standalone online math learning modules to help improve completion rates in first-year calculus courses. It describes designing the modules for adult learners based on research showing shorter, more modularized content increases persistence. Modules were created using Cognitive Tutor Authoring Tools and Flash, with a maximum length of 30 minutes. An example module from Athabasca University demonstrates components like examples, exercises, and assessments to teach concepts in small chunks with feedback.
The document discusses the development of technology standards for TESOL by an international task force over three years. It outlines the process used to create standards for both language teachers and learners. The standards are organized into goals and performance indicators. They are designed to guide teachers, education programs, and administrators on appropriate integration of technology into language teaching and learning. The full standards and additional resources will be available online for ongoing discussion and refinement.
A Semantic-rich Framework for Learning Software PatternsZoran Jeremic
The document proposes DEPTHS (DEsign Patterns Teaching Help System), a semantic-rich framework for collaboratively learning software design patterns. DEPTHS integrates various tools for learning patterns through a shared semantic foundation. This allows students to exchange learning activities and resources across tools. DEPTHS maps tools and content to ontologies to enable context-aware and personalized learning services. The goal is an integrative environment that improves learning effectiveness and efficiency through recommendation and ubiquitous knowledge sharing.
The document outlines the stages of technology integration in education: entry, adoption, adaptation, appropriation, and invention. It discusses barriers to integration like time, training, resources, and support. The entry stage involves using basic text materials and traditional instruction. Later stages incorporate more technology into lessons, projects, and new teaching styles as teachers' understanding grows. The goal is for technology to enhance learning and allow students to demonstrate knowledge in new ways.
A Semantic-rich Framework for Learning Software PatternsZoran Jeremic
The document proposes DEPTHS, a semantic-rich framework for learning software design patterns. DEPTHS aims to integrate collaborative tools and online repositories to provide context-aware and personalized learning services. It uses semantic technologies like ontologies and annotations to share knowledge about learning activities and resources across different tools. The framework architecture includes a course management system integrated with semantic repositories and tools. This allows students to experience pattern-based development and receive feedback in the context of real-world problems.
Using Assistive Technology: Issues of Perseverance and Responsibility Cheryl ...Abi James
Presented by Cheryl Dobbs at the BDA International Conference 2014.
As part of a qualitative study that investigated the different contexts in which students used digital technologies to support their personal difficulties with writing, this paper focuses upon one student's experience. It culminated in an exploration of his use of different technologies and specifically his adoption of speech recognition software to support his issues with dyslexia and dyspraxia. This student’s experience does not dwell purely upon successful implementation but demonstrates the problems, frustrations and barriers he encountered as he endeavoured to strive for productivity in different educational environments. This included his experience in both primary and secondary schools, and subsequently university. Some of the strategies he ultimately employed to facilitate use will be explored, since these emphasise the importance of personal autonomy and responsibility for his own learning needs.
This presentation is one to be used with the introduction of an innovation plan focused on creating a blended learning environment in my elementary school.
The document summarizes the findings of a survey of 401 communication department chairs on their curriculum practices regarding convergence education. Key findings include:
1) Departments are focusing on integrating convergence topics into existing curriculum rather than creating new courses, with common courses being web design, multimedia newsgathering, and digital reporting.
2) Popular topics taught across multiple classes include digital storytelling and convergent journalism.
3) Hands-on courses tend to be taught by full-time faculty while theory courses are split between full-time and part-time.
4) The document concludes by questioning if convergence courses could be offered to more students, including first-years, and opportunities for interdepartmental collaboration
1) A comparative study examined the instructional effectiveness of video-based versus print-based instructional materials for teaching practical skills. It found that students using video-based materials exhibited superior skills acquisition and craftsmanship, though both were equally effective for teaching theory.
2) A non-comparative study evaluated the use of interactive whiteboards in classrooms. Teachers reported improvements in student motivation with the whiteboards, and most teachers found them effective for student learning gains. However, setting up the whiteboards was problematic when teachers had to do it alone.
Similar to VII Jornadas eMadrid "Education in exponential times". "Learning and teaching introductory programming in Higher Education, strategies and tools". Antonio Mendes. Universidad de Coimbra. 03/06/2017.
E learning in higher education analyzing critical factorsNeuza Pedro
This document discusses two critical factors for promoting e-learning in higher education institutions: organizational strategy and teachers' professional development. It describes a study that identified the top 10 critical success factors for organizational strategy, including having a clear institutional e-learning strategy and adequate IT infrastructure. It also discusses challenges to developing an effective strategy due to lack of training for decision makers. For teachers' professional development, it notes the importance of training but challenges including lack of time and incentives for professors focused on research. Workshops have been shown to improve e-course quality when professors attend multiple times.
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
Kennedy ex ist baleap apr 2013 with notesEllieKennedy
This document summarizes Dr. Ellie Kennedy's presentation at the BALEAP conference about a project called Excellence in International Student Teaching (ExIST) at Nottingham Trent International College. The project aimed to help subject tutors improve their teaching strategies to better accommodate international students' learning needs. Workshops brought together EAP and subject tutors to share skills. They applied a framework called FLUTE to lesson planning that includes steps like focusing, understanding content, and engaging students. Subject tutors reported increased awareness of international student needs and ability to adapt teaching as a result. The project was successful in developing resources and cross-curricular collaboration to benefit international students.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Issues and Prospects in Pre-Service Teacher Educationrexcris
The document discusses issues and prospects for integrating information and communication technology (ICT) into pre-service teacher education. It outlines different curriculum models for integrating theories, pedagogies, and technologies. Matrices from Ohio's SchoolNet and Hong Kong illustrate levels of ICT skills, from basic to expert/creative. Promising practices for teacher education include collaborations between faculty and practicing teachers, virtual learning communities, and online resources.
The document summarizes research on how students at BCIT interact with peers outside of class for course-related purposes and how information and communication technologies (ICTs) affect this. Key findings include:
1) Students used a limited set of familiar communication channels like Facebook, email, texting to interact with peers, driven more by convenience than their status as "digital natives".
2) ICTs were not the primary reason for peer interactions, which were motivated more by seeking practical solutions to course issues.
3) Student use of ICTs did not necessarily reflect characteristics of "digital learner" profiles and was not deeply tied to their age as "net generation" learners.
Developing an Online Course 101 - 2014 Brightspace Ignite WisconsinD2L Barry
This document outlines the goals and approach of an online course called DOC 101 that teaches faculty at the University of Wisconsin Colleges Online how to develop online courses. The goals are for faculty to learn the design language of their online learning system, Brightspace, and to improve their skills in developing interactive online content, assessments, and facilitating learning. The course walks faculty through steps like creating a syllabus, learning objectives, assessments, and interactive learning activities. Initial results are promising, with 12 out of 14 faculty completing the course and half still actively developing their online courses.
The document discusses reasons for designing hybrid courses, which combine both in-person and online learning. It provides several benefits of hybrid courses, including flexibility for students, incorporating multiple modes of communication, and taking advantage of opportunities for learning both in and out of the classroom. The document also discusses several models for hybrid course design, including the supplemental, replacement, and emporium models. It emphasizes analyzing goals and learning outcomes, using appropriate methods, and considering institutional and student readiness when designing hybrid courses.
The document discusses the history and concepts of digital literacy. It analyzes frameworks of literacy and presents a case study of the Open University's digital and information literacy framework. The framework includes 5 competencies and a taxonomy of learning activities. It aims to provide a common reference point for curriculum development and evaluating progression in digital literacy. The document concludes with a discussion of issues around conceptualizing and integrating digital literacy into formal education.
What's New at NROC: A Focus on MathematicsJonathan Lopez
The document summarizes the work of the National Research Center (NROC) project to develop open educational resources to improve student success in developmental mathematics courses. The 3-year project aims to (1) develop new online learning content and interventions, (2) engage students, instructors, and administrators in the design process, and (3) create an enterprise for sustainable national distribution. NROC is developing a range of introductory and developmental mathematics content using adaptive learning approaches including tutorials, worked examples, and collaborative projects. It is also creating professional development resources to support implementation.
H nathalie gettliffe_sig_eurocall2010lyon[1]nickyjohnson
The document describes a study that assessed the effectiveness of using reflective teaching methodology to train pre-service and in-service teachers for online tutoring tasks. The study involved teachers completing an online tutoring course where they designed and implemented online tutoring scenarios. The teachers then used reflective portfolios to evaluate their experiences based on student feedback and research. The analysis found that reflective teaching helped teachers identify areas for improvement like being more proactive, giving clearer feedback, and distributing roles, but that they still needed additional feedback to fully reflect on their practices.
The document discusses some common pitfalls of blended learning implementation and potential solutions. It identifies challenges like trainers resisting changes due to traditional teaching backgrounds. A lack of institutional support and clear strategies can also hinder blended learning. Developing content and addressing intellectual property rights is another pitfall. The document provides examples of solutions such as providing instructors with credits for their work and clarifying ownership of produced content.
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
1. UMD sought to adopt a personal response system ("clickers") to increase student engagement and learning in large lecture classes.
2. An initial pilot program tested different clicker systems, but different departments choosing different systems created support issues.
3. UMD then decided to choose a single campus-wide clicker system. Various clicker systems were demonstrated and evaluated based on factors like cost and ease of use.
4. After selecting a system, integration work and training helped campus-wide adoption, though the document notes that formal assessment of impact is still needed.
The Research Skills And Projects Blended Learning Course From Design To Imple...Hazel Owen
Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman.
There are three stages of technology application in schools: using technology to do existing tasks, improving on existing tasks, and enabling new tasks not previously possible. Schools face pressure to integrate technology from various stakeholders. Technologies can be used as productivity tools to accomplish tasks more efficiently or as cognitive tools to enhance thinking. Technologies affect student learning in different subject areas such as providing simulations in science, tutorials and graphing in math, and communication tools in foreign language. Technologies also benefit students with special needs and allow distance learning. As technologies are integrated, teachers take on more of a facilitator role and emphasize formative assessment to confirm student understanding of concepts and tools. Key issues for schools regarding technology include infrastructure, budgets, professional development, equity, and
The document provides guidance on building effective online courses by starting with course goals and the instructor's teaching style, using a learner-centered approach, and ensuring clear organization and interaction. It emphasizes understanding students, applying principles of good teaching, and using instructional design steps that include analysis, design, development and evaluation of the course. The document also discusses engaging students through varied content delivery, collaboration activities, and addressing different learning needs.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
Similar to VII Jornadas eMadrid "Education in exponential times". "Learning and teaching introductory programming in Higher Education, strategies and tools". Antonio Mendes. Universidad de Coimbra. 03/06/2017. (20)
Recognizing Lifelong Learning Competences: A Report of Two Cases - Edmundo TovareMadrid network
The document discusses two European projects - STEMSOFT and TEASPILS - that aim to develop micro-credentials for lifelong learning. STEMSOFT focuses on developing soft skills for STEM professionals through open online courses, while TEASPILS uses IoT planters to teach environmental awareness. Both projects map learning outcomes to competencies frameworks and plan to pilot short courses to certify skills acquisition through micro-credentials. The document also outlines the European policy context around micro-credentials and lifelong learning, and how the projects aim to address skills gaps through flexible, targeted training opportunities.
Recognition of learning: Status, experiences and challenges - Carlos Delgado ...eMadrid network
1. The document discusses recognition of learning, experiences, and challenges. It describes an eMadrid Network special session on this topic with presentations from various universities.
2. The UC3M presentation focuses on recognizing the value of recognition in education. It discusses formats for recognition like badges and credentials and uses cases at UC3M involving competitions, gamification, and digital credentials.
3. Recognizing learning is important for motivation and signaling achievement. Recognition elements should be integrated into instructional design similar to activities and assessments.
Bootstrapping serious games to assess learning through analytics - Baltasar F...eMadrid network
This document summarizes research on using serious games to assess learning through analytics. It discusses how games can be validated using pre-post tests to ensure effectiveness and provide training data for machine learning models. Interaction data from validated games can then train models to predict learning from gameplay without exams. The researchers developed tools like a game analytics tracker, validation tool, and analysis tool to facilitate collecting interaction data, validating games, and analyzing results. Their authoring tool integrates these analytics capabilities. Future work will integrate machine learning models into the validation tool to directly provide assessment scores based on interaction data. The goal is to close the assessment loop for serious games.
Meta-review of recognition of learning in LMS and MOOCs - Ruth CoboseMadrid network
The meta-review examines 10 studies that provide overviews of recognition of learning techniques in learning management systems (LMSs) and massive open online courses (MOOCs). The studies were published between 2017-2021 and included reviews, experiences, and challenges. Most focused on MOOCs and used badges for recognition. Results showed techniques like gamification and badges positively impact motivation and engagement. Limitations included short study periods and small samples. Future work could study applications over longer periods, combine data types, and consider diverse stakeholders and environments.
The document announces that Abdallah Yusuf Al-Zoubi, Manuel Castro, Fadi Shahroury and Elio Sancristobal received the Best Paper Award in the category of Innovation Engineering Education from the IEEE Global Engineering Education Conference held from May 11-14, 2023 at the American University of Kuwait in Salmiya, Kuwait for their paper titled "Impact of Remate Labs in Preparing Students for Work 4.0: The Story at Princess Sumaya University for Technology."
Seminario eMadrid_Curso MOOC_Antonio de Nebrija_Apología del saber.pptx.pdfeMadrid network
Este documento resume un curso MOOC sobre Antonio de Nebrija diseñado por la Universidad Nebrija. El curso conmemora el 500 aniversario de Nebrija y tiene como objetivo divulgar su figura y legado. Consiste en 6 módulos y 30 horas de contenido sobre la vida y obra de Nebrija, así como sobre temas como la pedagogía, la gramática del español y la literatura. El curso tuvo una gran participación con 1.540 inscritos de 62 nacionalidades y recibió buenas valoraciones.
This document discusses digital education initiatives at Politehnica University of Timisoara. It describes creating open educational resources (OERs) through collaboration between students and faculty. Students research topics and use multimedia tools to create OERs that are peer-reviewed and published with Creative Commons licenses for reuse. The document also outlines virtual mobility programs that improve students' digital skills through international collaboration projects using virtual reality tools and blogging.
The document discusses challenges in establishing digital credentials for learning achievements that were investigated by the DiBiHo research project. It identifies key challenges such as technical interoperability, credential revocation, and privacy-enhancing cryptography. A proof of concept was created to test proposed solutions for these challenges. The presentation will discuss the identified challenges, proposed approaches, and remaining open questions regarding digital credentials.
The document discusses the evolution of MOOC certification and credentialing from stage 1 of course certificates to stage 4 of accredited learning pathways. It outlines Federica's experience with early partnerships providing certification via Coursera and edX courses. Federica has since developed an in-house system awarding certificates and badges for its own courses. The document also covers recent European trends in microcredentials and Federica's key partnerships in Italy providing certification for public sector training.
The document discusses European Digital Credentials for Learning, which aims to empower citizens to own credentials that can be easily shared across Europe. The initiative seeks to reduce market fragmentation, create an EU skills data space, and remove barriers to credential recognition. The infrastructure will include standards, services, and software to allow credentials to be issued, stored, verified, and shared digitally. This framework aims to capture all types of learning and be interoperable, multilingual, and applicable across one's career. It is a central part of the EU's agenda to support lifelong learning and labor mobility.
2022_12_16 «“La informática en la educación escolar en Europa”, informe Euryd...eMadrid network
El informe resume la enseñanza de la informática en los sistemas educativos europeos, incluyendo cuándo se introduce la asignatura, cómo se distribuye a lo largo de las etapas educativas, los contenidos abordados y la preparación del profesorado. Algunos de los hallazgos clave son que la mayoría de países comienzan la informática en primaria o secundaria, cubren sobre todo algoritmos y programación, y existe escasez de profesores especializados en la asignatura.
2022_12_16 «Informatics – A Fundamental Discipline for the 21st Century»eMadrid network
The document provides an overview of efforts to establish informatics as a fundamental discipline in school education across Europe. It discusses the Informatics for All coalition which developed an Informatics Reference Framework for School to advocate for including informatics in curriculums. The framework defines 11 core topics and was informed by broad consultation. The status of informatics in schools across Europe is then analyzed according to this framework, finding most systems integrate it into other subjects rather than as a standalone discipline. Informatics is positioned as a new fundamental competence and language for all students akin to mathematics and languages.
2022_11_11 «AI and ML methods for Multimodal Learning Analytics»eMadrid network
This document discusses using multimodal data and machine learning methods for analyzing learning across multiple contexts. It describes several studies that collected eye tracking, physiological, video, and other data from participants in contexts like playing Pacman, self-assessment tests, debugging programs, educational games, and collaborative concept mapping. Machine learning models were developed to predict outcomes like test scores, effort, and performance using features from the multimodal data. The document discusses the value of collecting multimodal data, developing explainable AI pipelines, and generalizing models across different learning contexts and tasks. It concludes by considering opportunities for using online learning system logs and designing more similar learning contexts.
2022_11_11 «The promise and challenges of Multimodal Learning Analytics»eMadrid network
1. The document discusses three conceptualizations of multimodal learning analytics (MMLA): MMLA to automate human tasks, augment teaching and learning practices, and as a research methodology.
2. It examines what modalities of data are used in MMLA, including video/audio data, eye tracking data, physiological sensors, and location sensing. Machine learning has been applied to MMLA tasks like classifying collaboration.
3. Challenges of MMLA include connecting findings to learning theory, addressing ethics concerns like privacy and surveillance, and determining what behaviors are considered good or bad in education. Students have mixed reactions to being analyzed by MMLA.
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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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
VII Jornadas eMadrid "Education in exponential times". "Learning and teaching introductory programming in Higher Education, strategies and tools". Antonio Mendes. Universidad de Coimbra. 03/06/2017.
1. Learning and teaching introductory programming in
higher education: strategies and tools
António José Mendes
2. Centro de Informática e Sistemas
da Universidade de Coimbra
Research Groups
Adaptive Computing
Communications and Telematics
Evolutionary and Complex Systems
Information Systems
Software and Systems Engineering
Cognitive and Media Systems
Researchers
70 PhDs
90 PhD students
30 MSc students
3. Centro de Informática e Sistemas
da Universidade de Coimbra
Cognitive and Media Systems
Knowledge & Intelligent Systems
Lab
Computational Creativity and
Digital Media Lab
Ambience Inteligence Lab
Educational Technology Lab
Computer
Science
Educational
Research
Distance
Education
Simulation
based learning
environments
4. Introductory
Programming
Learning
Create an
algorithm
to solve a
problem
Difficult
Find and
understand
errors
Misconceptions
Very
different
learning
rhythms
Low
success
rates
Complaints
from other
courses
teachers
Why
Learn
programming
is hard
Student’s
backgrounds
and attitudes
Teaching
methods and
conditions
12. Studies on
different related
issues
Learning to program – difficulties and
solutions. ICEE 2007
Mathematics and programming: some
studies. CompSysTech 2008
A study on student’s characteristics
and programming learning. EDMEDIA
2008
A study on student performance in
first year CS courses. ITiCSE 2010
A study on students’ behaviors and
attitudes towards learning to program.
ITiCSE 2012
A teacher's view about introductory
programming teaching and learning:
difficulties, strategies and motivations.
FIE 2014
Main ideas:
Student self confidence and motivation is
fundamental
Individual support is necessary for weaker
students
Student-teacher communication is very
important
Important to change student’s attitudes
towards programming learning
Motivated teachers can make a big
difference
13. Pedagogical
strategies
Bloom’s taxonomy based approach to
learn basic programming. EDMEDIA 2009
A context for programming learning
based on research communities.
EDUCON 2010
A strategy to improve student’s
motivation levels in programming
courses. FIE 2010
Student reflexions as an influence in
the dynamics of an introductory
programming course. FIE 2011
A taxonomy of exercises to support
individual learning paths in initial
programming learning. FIE 2013
Main ideas:
No traditional lectures with a lot of
students, but classes with 24 students,
with the same professor, integrating
theoretical and practical components
Early identification of weaker students,
giving them special attention, trying to
improve their motivation
Communication in class and through
written student reflections
Class context (language, problems, …)
adequate to student’s characteristics
14. Pedagogical
strategies
Context: Introductory Programming course included in the
Design and Multimedia Bachelor at University of Coimbra
After 2010/2011
5h T+P classes in small
groups (24 students)
Processing
Animation and graphics based
problems
Specific course
Big emphasis in student –
professor communication
Until 2010/2011
2h lecture + 4h Labs
Python
Conventional exercises,
mostly “number based”
Joint with Informatics
students
Results
0
10
20
30
40
50
60
70
80
2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17
15. Future trends
?
Adaptive environments
Improved pedagogical strategies
Effective diagnosis and feedback tools
Representation metaphors
Brain Computer Interfaces
…
Any idea that may contribute to effectively support
introductory programming learning, especially for weaker
students
16. Future trends
?
Adaptive environments
Improved pedagogical strategies
Effective diagnosis tools
Representation metaphors
…
Any idea that may contribute to effectively support
introductory programming learning, especially by weaker
students
Thank you for your attention
toze@dei.uc.pt