Introducing a virtual space for sharing open education best practices, mentoring and being mentored and enhancing instructor-less open courseware with a human guide.
The BYOD4L team is a distributed team of 12 learning technologists, developers, lecturers, researchers and an artist from 9 institutions across the UK and Australia. They have over 100 combined years of experience in technology enhanced learning. Their goal is to create open learning opportunities using social media and mobile devices. In 2013/14, they ran the first iteration of an open online course called BYOD4L that allowed educators and students to learn and develop skills around using smart devices for learning in a self-regulated manner. The course was facilitated using a problem-based learning approach on social media without any dedicated funding. The team discovered the benefits of open collaboration, modeling innovative teaching practices, and influencing institutional changes through showcasing
BYOD4L is a 5-day open online course for teachers and students that explores using personal devices for learning. It is organized by Chrissi Nerantzi and Sue Beckingham and involves facilitators from different institutions. The course aims to create an open learning community where participants can learn from each other using authentic pedagogical models. Over the 5 days, participation grew across social media platforms and facilitator groups. The organizers aim to continue developing BYOD4L and researching its impact on flexible and social learning.
Thinking About Open: Heriot Watt University (30 April 2015) OEPScotland
Slides for the OEPS Thinking About Open workshop held at Heriot-Watt University on 30 April 2015.
Facilitators: Bea de los Arcos and Beck Pitt
You can also watch Martin's keynote here: https://youtu.be/AYQ1Y-2KXZs
#BYOD4L Review of the Week 27 - 31 January 2014 Chrissi Nerantzi & Sue Beckin...Chrissi Nerantzi
This document summarizes a 5-day online course called "Bring Your Own Devices for Learning" (BYOD4L). The course aimed to create an open learning environment where participants could learn from each other using their own devices. Each day focused on a different theme like connecting, communicating, curating, collaborating, and creating. Participants engaged in Twitter chats, blog posts, and other online activities. The course saw growing engagement over its 5 days as measured by website traffic and social media community growth. Organizers aim to continue the community through future events and evaluate ways to further develop open and collaborative learning.
BYOD4L 1st community led iteration with Neil Withnell, Sheila MacNeill and Al...Chrissi Nerantzi
A little thank you from the BYOD4L developers for a massive and fantastic job Neil, Sheila and Alex did in January 2016.
Chrissi (Nerantzi) and Sue (Beckingham)
Note: The community is open all year round. Jump in and connect with colleagues and students to share practices and ideas. You are not alone ;)
https://plus.google.com/communities/115166756393440336480
Oer14 presentation deck: We are on a mission of openMariana Funes
Slides we did not use at OER14 Conference on Open Education in Newcastle April, 2014.
Find more details here: http://www.medev.ac.uk/oer14/109/view/ including a download of the conference paper.
The BYOD4L team is a distributed team of 12 learning technologists, developers, lecturers, researchers and an artist from 9 institutions across the UK and Australia. They have over 100 combined years of experience in technology enhanced learning. Their goal is to create open learning opportunities using social media and mobile devices. In 2013/14, they ran the first iteration of an open online course called BYOD4L that allowed educators and students to learn and develop skills around using smart devices for learning in a self-regulated manner. The course was facilitated using a problem-based learning approach on social media without any dedicated funding. The team discovered the benefits of open collaboration, modeling innovative teaching practices, and influencing institutional changes through showcasing
BYOD4L is a 5-day open online course for teachers and students that explores using personal devices for learning. It is organized by Chrissi Nerantzi and Sue Beckingham and involves facilitators from different institutions. The course aims to create an open learning community where participants can learn from each other using authentic pedagogical models. Over the 5 days, participation grew across social media platforms and facilitator groups. The organizers aim to continue developing BYOD4L and researching its impact on flexible and social learning.
Thinking About Open: Heriot Watt University (30 April 2015) OEPScotland
Slides for the OEPS Thinking About Open workshop held at Heriot-Watt University on 30 April 2015.
Facilitators: Bea de los Arcos and Beck Pitt
You can also watch Martin's keynote here: https://youtu.be/AYQ1Y-2KXZs
#BYOD4L Review of the Week 27 - 31 January 2014 Chrissi Nerantzi & Sue Beckin...Chrissi Nerantzi
This document summarizes a 5-day online course called "Bring Your Own Devices for Learning" (BYOD4L). The course aimed to create an open learning environment where participants could learn from each other using their own devices. Each day focused on a different theme like connecting, communicating, curating, collaborating, and creating. Participants engaged in Twitter chats, blog posts, and other online activities. The course saw growing engagement over its 5 days as measured by website traffic and social media community growth. Organizers aim to continue the community through future events and evaluate ways to further develop open and collaborative learning.
BYOD4L 1st community led iteration with Neil Withnell, Sheila MacNeill and Al...Chrissi Nerantzi
A little thank you from the BYOD4L developers for a massive and fantastic job Neil, Sheila and Alex did in January 2016.
Chrissi (Nerantzi) and Sue (Beckingham)
Note: The community is open all year round. Jump in and connect with colleagues and students to share practices and ideas. You are not alone ;)
https://plus.google.com/communities/115166756393440336480
Oer14 presentation deck: We are on a mission of openMariana Funes
Slides we did not use at OER14 Conference on Open Education in Newcastle April, 2014.
Find more details here: http://www.medev.ac.uk/oer14/109/view/ including a download of the conference paper.
Badges in HE, exploring the potential >>> presentation used for the TLC debateChrissi Nerantzi
26 October 2015
Prof. Ale Armellini & Chrissi Nerantzi
https://tlcwebinars.wordpress.com/2015/10/08/debate-is-there-a-role-for-badges-in-higher-education/
explaining multiple uses of badges
Presentation given at Seattle Pacific University during 2011 Global Symposium : Educational Innovations and Reform in Countries around the World.
Presenting some of the way openness (in particular open education) can act as an institutional catalyst for innovation and reform
Open cross-institutional academic CPD, expectations and value: a recent examp...Chrissi Nerantzi
This document summarizes an open cross-institutional professional development course called BYOD4L (Bring Your Own Device for Learning) run by two UK universities. The course was offered online in January and July 2014 using social media and was open to educators from various institutions. Participants engaged in collaborative learning activities and discussions. Evaluation found that the open online format supported the sharing of ideas and creation of an international learning community among the 76 participants. The organizers aim to continue scaling the open cross-institutional model to provide affordable professional development opportunities for educators.
Open Educational Resources: Benefits & ChallengesDavid Herman
This presentation discusses the benefits and challenges of open educational resources (OER). Some key benefits include reducing costs for students, allowing for customization of materials, enabling sharing of instructor-created content, and promoting equitable access to education. However, significant challenges also exist, such as the time required to find and review OER, ensuring the quality and accuracy of content, meeting accessibility standards, and questions around the long-term sustainability and licensing of OER materials. Overall, OER presents an exciting opportunity for students, instructors, and content creators but also comes with challenges to consider.
Explorations into collaborative online learning participants and facilitators...Sue Beckingham
This document summarizes the Bring Your Own Devices for Learning (#BYOD4L) open online course from January and July 2014. It was facilitated by a team of 12 volunteers from 9 institutions and was designed to help educators develop skills using smart devices for teaching and learning. Participants could learn autonomously or collaboratively around topics of connecting, communicating, curating, collaborating and creating. The course encouraged experimentation, discovery, and connection through a global community using social media within a open learning ecology.
Massive open online courses (MOOCs) are online courses aimed at unlimited participation via the web. MOOCs offer courses free of charge and allow students to enroll anytime. While the first MOOCs date back to 2006-2007, the term was coined in 2008. In 2011, MOOCs grew substantially in popularity. There are two main types of MOOCs: connectivist MOOCs (cMOOCs) which emphasize peer-to-peer learning and connections, and xMOOCs which focus on structured content and assessment. MOOCs can also be categorized by their synchronous or asynchronous nature, content delivery approach, and learning goals.
Bring your own devices for learning #BYOD4L l May Minicon #rscon5Sue Beckingham
In this short talk I will share the outcomes of an exciting free open short course myself Sue Beckingham and Chrissi Nerantzi developed called BYOD4Learning. Volunteer facilitators joined us and together with participants who were both educators and students, we learnt and reflected upon how using our own portable devices we could connect, communicate, curate, collaborate and create to enhance the learning experience.
This unique online course has a Creative Commons licence to enable other educators to reuse and extend the learning opportunities it affords.
We'd love to hear from anyone who would like to do this.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Slides for a talk I gave at Douglas College in the Vancouver, BC (Canada) area, during open access week 2017. You can download the slides as power point on my blog: http://blogs.ubc.ca/chendricks/2017/11/11/presentation-whats-open-about-open-pedagogy/
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
2017-03-08 OE Global Panel on Open Policies for OE with ICORE CC OEC UNESCO IITE by Christian M. Stracke from Open University of the Netherlands and ICORE
Becoming a Global Educator - Online collaboration and pedagogical changeJulie Lindsay
The document discusses becoming a global educator through online collaboration and pedagogical change. It outlines key concepts like connectivism, collaborative learning, and communities of practice that underpin online collaboration. Examples are provided of different levels of online global collaboration from interactions to learning communities. The presentation emphasizes shifting teacher and student roles to active learners and partners in learning. It advocates for new pedagogical approaches like peeragogy to support online collaborative learning and preparing students with skills for the future.
The document discusses the OpenCourseWare Consortium (OCWC), which is a collaboration of over 200 higher education institutions creating open educational course content. The OCWC aims to advance education worldwide by providing open course materials. It summarizes the benefits of OCWC membership, which include consultation, collaboration, collective visibility, and sustainability support. Current OCWC projects highlighted include the OCWC Toolkit, discipline-based content collaborations, and technological collaborations.
Next Gen OER Keynote Panel - Open Ed 2016DeLaina Tonks
Invite students to co-design content for a win-win-win-win. Students win by creating a legacy an contributing to the collective. The content wins by going through a revision process. Teachers win by having students produce content they may not have time to create themselves. But most of all, the students taking the course have additional pedagogical options, such as audio, presentations, tutorials, FAQs sheets, contextual cues, project ideas, and more. Learn more about the paradox of selflessness and how heaven = sharing.
A synthesis of several international workshops around open education ethicsJamison Miller
This document summarizes discussions from several international workshops focused on open education ethics. The workshops used various formats and processes to discuss how openness in education could potentially be "destroyed" or broken open in unintended ways. Suggestions included focusing only on certain regions, viewpoints or languages, ignoring issues of diversity and equity, and assuming universal access to technology. Participants also discussed how to improve open education by increasing inclusion, collaboration across borders and languages, accessibility, and student involvement in creating open educational resources.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
Moodle is a free and open-source learning management system (LMS) that can be used to create online dynamic courses. It was created by Martin Dougiamas in 2002 and is based on social constructivist pedagogy. Moodle has over 37,000 registered sites used by over 25 million users in 202 countries. It provides tools for managing courses and student progress as well as social learning features like blogs, forums, wikis and chats. Moodle offers flexibility as it can be self-hosted, hosted commercially, or deployed on the web, intranet or individual computers. It has a large community for support and its modular design allows for customization and expansion through plugins.
The document summarizes the history and development of MIT Open Education, including OpenCourseWare (OCW) and MITx. It describes how OCW was established 15 years ago to publish openly licensed course materials from MIT's curriculum. MITx was later created to offer online courses with assessment and certificates. While there were initial hopes for collaboration, OCW and MITx have operated more separately due to different goals, platforms, and IP policies. Both have focused on high volume production and are now reconsidering strategies to provide greatest value to users in a changing online learning environment.
Slides for a talk at Douglas College in the Vancouver area, British Columbia, Canada, during Open Access Week 2017. The talk was about what "open pedagogy" means, and whether and why the word "open" fits it.
These are not the latest versions of the slides, but SlideShare no longer allows replacing slides with a new file at the same URL, so I'm keeping these here because I shared this URL with others previously. Here is the URL for the final version of these slides: https://www.slideshare.net/clhendricksbc/whats-open-about-open-pedagogy-final-version
Проект строительства ТРЦ Mahmutlar Mall в ТурцииAvalon
Согласно данному инвестиционному проекту предлагается либо покупка, либо соинвестирование (на усмотрение инвестора) строящегося торгово-развлекательного центра европейского уровня на территории района Махмутлар (регион Алания, Турция).
Badges in HE, exploring the potential >>> presentation used for the TLC debateChrissi Nerantzi
26 October 2015
Prof. Ale Armellini & Chrissi Nerantzi
https://tlcwebinars.wordpress.com/2015/10/08/debate-is-there-a-role-for-badges-in-higher-education/
explaining multiple uses of badges
Presentation given at Seattle Pacific University during 2011 Global Symposium : Educational Innovations and Reform in Countries around the World.
Presenting some of the way openness (in particular open education) can act as an institutional catalyst for innovation and reform
Open cross-institutional academic CPD, expectations and value: a recent examp...Chrissi Nerantzi
This document summarizes an open cross-institutional professional development course called BYOD4L (Bring Your Own Device for Learning) run by two UK universities. The course was offered online in January and July 2014 using social media and was open to educators from various institutions. Participants engaged in collaborative learning activities and discussions. Evaluation found that the open online format supported the sharing of ideas and creation of an international learning community among the 76 participants. The organizers aim to continue scaling the open cross-institutional model to provide affordable professional development opportunities for educators.
Open Educational Resources: Benefits & ChallengesDavid Herman
This presentation discusses the benefits and challenges of open educational resources (OER). Some key benefits include reducing costs for students, allowing for customization of materials, enabling sharing of instructor-created content, and promoting equitable access to education. However, significant challenges also exist, such as the time required to find and review OER, ensuring the quality and accuracy of content, meeting accessibility standards, and questions around the long-term sustainability and licensing of OER materials. Overall, OER presents an exciting opportunity for students, instructors, and content creators but also comes with challenges to consider.
Explorations into collaborative online learning participants and facilitators...Sue Beckingham
This document summarizes the Bring Your Own Devices for Learning (#BYOD4L) open online course from January and July 2014. It was facilitated by a team of 12 volunteers from 9 institutions and was designed to help educators develop skills using smart devices for teaching and learning. Participants could learn autonomously or collaboratively around topics of connecting, communicating, curating, collaborating and creating. The course encouraged experimentation, discovery, and connection through a global community using social media within a open learning ecology.
Massive open online courses (MOOCs) are online courses aimed at unlimited participation via the web. MOOCs offer courses free of charge and allow students to enroll anytime. While the first MOOCs date back to 2006-2007, the term was coined in 2008. In 2011, MOOCs grew substantially in popularity. There are two main types of MOOCs: connectivist MOOCs (cMOOCs) which emphasize peer-to-peer learning and connections, and xMOOCs which focus on structured content and assessment. MOOCs can also be categorized by their synchronous or asynchronous nature, content delivery approach, and learning goals.
Bring your own devices for learning #BYOD4L l May Minicon #rscon5Sue Beckingham
In this short talk I will share the outcomes of an exciting free open short course myself Sue Beckingham and Chrissi Nerantzi developed called BYOD4Learning. Volunteer facilitators joined us and together with participants who were both educators and students, we learnt and reflected upon how using our own portable devices we could connect, communicate, curate, collaborate and create to enhance the learning experience.
This unique online course has a Creative Commons licence to enable other educators to reuse and extend the learning opportunities it affords.
We'd love to hear from anyone who would like to do this.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Slides for a talk I gave at Douglas College in the Vancouver, BC (Canada) area, during open access week 2017. You can download the slides as power point on my blog: http://blogs.ubc.ca/chendricks/2017/11/11/presentation-whats-open-about-open-pedagogy/
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
2017-03-08 OE Global Panel on Open Policies for OE with ICORE CC OEC UNESCO IITE by Christian M. Stracke from Open University of the Netherlands and ICORE
Becoming a Global Educator - Online collaboration and pedagogical changeJulie Lindsay
The document discusses becoming a global educator through online collaboration and pedagogical change. It outlines key concepts like connectivism, collaborative learning, and communities of practice that underpin online collaboration. Examples are provided of different levels of online global collaboration from interactions to learning communities. The presentation emphasizes shifting teacher and student roles to active learners and partners in learning. It advocates for new pedagogical approaches like peeragogy to support online collaborative learning and preparing students with skills for the future.
The document discusses the OpenCourseWare Consortium (OCWC), which is a collaboration of over 200 higher education institutions creating open educational course content. The OCWC aims to advance education worldwide by providing open course materials. It summarizes the benefits of OCWC membership, which include consultation, collaboration, collective visibility, and sustainability support. Current OCWC projects highlighted include the OCWC Toolkit, discipline-based content collaborations, and technological collaborations.
Next Gen OER Keynote Panel - Open Ed 2016DeLaina Tonks
Invite students to co-design content for a win-win-win-win. Students win by creating a legacy an contributing to the collective. The content wins by going through a revision process. Teachers win by having students produce content they may not have time to create themselves. But most of all, the students taking the course have additional pedagogical options, such as audio, presentations, tutorials, FAQs sheets, contextual cues, project ideas, and more. Learn more about the paradox of selflessness and how heaven = sharing.
A synthesis of several international workshops around open education ethicsJamison Miller
This document summarizes discussions from several international workshops focused on open education ethics. The workshops used various formats and processes to discuss how openness in education could potentially be "destroyed" or broken open in unintended ways. Suggestions included focusing only on certain regions, viewpoints or languages, ignoring issues of diversity and equity, and assuming universal access to technology. Participants also discussed how to improve open education by increasing inclusion, collaboration across borders and languages, accessibility, and student involvement in creating open educational resources.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
Moodle is a free and open-source learning management system (LMS) that can be used to create online dynamic courses. It was created by Martin Dougiamas in 2002 and is based on social constructivist pedagogy. Moodle has over 37,000 registered sites used by over 25 million users in 202 countries. It provides tools for managing courses and student progress as well as social learning features like blogs, forums, wikis and chats. Moodle offers flexibility as it can be self-hosted, hosted commercially, or deployed on the web, intranet or individual computers. It has a large community for support and its modular design allows for customization and expansion through plugins.
The document summarizes the history and development of MIT Open Education, including OpenCourseWare (OCW) and MITx. It describes how OCW was established 15 years ago to publish openly licensed course materials from MIT's curriculum. MITx was later created to offer online courses with assessment and certificates. While there were initial hopes for collaboration, OCW and MITx have operated more separately due to different goals, platforms, and IP policies. Both have focused on high volume production and are now reconsidering strategies to provide greatest value to users in a changing online learning environment.
Slides for a talk at Douglas College in the Vancouver area, British Columbia, Canada, during Open Access Week 2017. The talk was about what "open pedagogy" means, and whether and why the word "open" fits it.
These are not the latest versions of the slides, but SlideShare no longer allows replacing slides with a new file at the same URL, so I'm keeping these here because I shared this URL with others previously. Here is the URL for the final version of these slides: https://www.slideshare.net/clhendricksbc/whats-open-about-open-pedagogy-final-version
Проект строительства ТРЦ Mahmutlar Mall в ТурцииAvalon
Согласно данному инвестиционному проекту предлагается либо покупка, либо соинвестирование (на усмотрение инвестора) строящегося торгово-развлекательного центра европейского уровня на территории района Махмутлар (регион Алания, Турция).
V8 league odg soft chalk webinar for open education week 2014jackyhood86
This document describes a new Higher Education Leadership Platform that aims to address leadership crises in higher education. The platform offers webinars, online training, coaching, consulting, and mentoring services designed to develop middle managers into leaders. The benefits include a focus on technology-based, scalable, and cost-effective solutions to fill leadership pipelines. It is a collaboration between Open Doors Group, the League for Innovation in Community College, and SoftChalk to leverage their expertise in affordable education, community colleges, and eLearning technologies. Interested institutions are invited to contact Judith Bragg to learn more about how the platform can help meet their leadership needs.
This document appears to be a lab report sheet for a student to record information from various stations exploring astronomy concepts like the life cycle of stars and the Hertzsprung–Russell diagram. The stations cover topics such as nuclear fusion, classifying stars by temperature and color, and the future of our sun. The student is prompted to answer conclusion questions at each station and trace the path of the sun's life cycle.
This document provides an overview of various types of fermented foods from around the world. It begins by introducing fermentation and its roles in food processing such as preservation, enrichment, and detoxification. It then classifies fermented foods into 7 main categories: 1) fermented vegetable proteins, 2) high salt/savory sauces and pastes, 3) lactic acid fermentations, 4) alcoholic fermentations, 5) acetic acid/vinegar fermentations, 6) alkaline fermentations, and 7) leavened and unleavened breads. Examples of traditional fermented foods are provided for each category from different global regions.
El documento describe varios deportes populares en Reino Unido. El fútbol se originó en Inglaterra durante la Edad Media y se juega entre dos equipos de 11 jugadores cada uno en un campo rectangular con porterías a cada lado. El rugby también se originó en Inglaterra y se diferencia del fútbol en que los equipos tienen 15 jugadores cada uno y la cancha tiene palos en lugar de porterías. Otros deportes importantes en Reino Unido son el cricket, el polo y las carreras de caballos.
This document provides tips and advice for student travelers using technology while traveling abroad. It discusses how technology has changed the way students travel and stay connected with family. It provides recommendations for packing the right cables, chargers, and backups. It also offers safety tips for using public WiFi and advice for safely sharing travel experiences online without exposing private information. Students are encouraged to use technology to enhance their travels but also experience places without constant digital connection.
Los textos instructivos tienen como objetivo principal guiar al lector a través de una serie de pasos para realizar una tarea o actividad. Estos textos utilizan un lenguaje claro y directivo, y suelen estar organizados de forma secuencial para facilitar la comprensión del proceso descrito.
El resumen describe un viaje a Atenas, Grecia del 27 de marzo al 31 de marzo de 2016. Saldrán de Madrid el 27 de marzo a las 10:50 hrs y llegarán a Atenas a las 15:20 hrs. Se hospedarán en un hotel céntrico a 3 minutos del metro. Regresarán a Madrid el 31 a las 19:00 hrs.
La tarea del módulo 7 trata sobre completar una serie de ejercicios. Se pide realizar ejercicios de matemáticas, redacción y lectura para practicar diferentes habilidades y conocimientos trabajados durante el módulo.
El documento describe un viaje de 4 días a Dublín, Irlanda desde Santander, España. Se tomará un vuelo de Iberia desde el aeropuerto de Madrid hasta Dublín, dejando el coche en el estacionamiento del aeropuerto de Madrid. Una vez en Dublín, se tomará un autobús al hotel Clifden House, un hotel de 3 estrellas cerca del centro. El viaje incluye el vuelo de ida y vuelta, el estacionamiento en Madrid, el transporte en Dublín y 4 noches en el hotel.
La Feria de Iguala se celebra cada año en febrero para conmemorar la elaboración de la bandera mexicana. Incluye actividades como un desfile, la coronación de la Reina de los Festejos de la Bandera, exposiciones de artesanías, eventos deportivos y musicales. Se instaló por primera vez en 1953 y cuenta con teatro, palenque y espacios para juegos y comercio.
Leaders in search of followership by Kenneth MikkelsenKenneth Mikkelsen
Kenneth Mikkelsen explores why leadership is so hard to exercise today in a conversation with professor Barbara Kellerman from Harvard University’s John F. Kennedy School of Government. This is a must read for everyone interested in leadership and management trends.
Eddy Merckx fue un ciclista belga apodado "El Caníbal" y "El Ogro de Tervuren". Ganó 5 Tours de Francia, 5 Giros de Italia, 1 Vuelta a España, 3 Campeonatos del Mundo y un total de 525 victorias. Fue uno de los ciclistas más exitosos de todos los tiempos.
El documento habla brevemente sobre la ciudad de Llanauras y sus características principales como el parque central y las cordilleras cercanas de Boaco.
The document provides guidance for parents on sharing information about their children online (known as "sharenting"). It discusses how today's children will have a digital identity from birth as parents share ultrasound photos, milestones, and life events on social media. It advises parents to think carefully about what they post, consider privacy settings and who can access the information, and establish good habits for their children's online safety as they get older and start using technology independently.
Amy Hilgenkamp provides information about her parents, hobbies, friends, and 10-year goals. Her parents work hard and possess positive values, with her mom owning a screen printing company and her dad being a 5th generation farmer. She enjoys art and spends time with her two best friends Bobby and Talya. In 10 years, Amy hopes to be married with 1-2 children, working at a high school and starting her own art center, living in a mid-sized town in the Midwest or East Coast.
2012 Acura RL For Sale NJ | Acura Dealer in New JerseyPark Ave Acura
This document appears to be an advertisement for the 2012 Acura RL luxury sedan from Park Ave Acura. It contains information about the vehicle's features and specifications over multiple pages. The summary is:
The document summarizes the features of the 2012 Acura RL luxury sedan, including its 300hp engine, leather interior, advanced safety features, and available technology packages. It provides details on the vehicle's performance, comfort, and luxury oriented design and options. Specifications such as fuel economy, dimensions, standard and available features are listed. The RL is positioned as delivering power and handling along with indulgent comfort and advanced technology in a supremely crafted luxury vehicle.
This document discusses open learning and how to become an open learner by connecting, collaborating, and creating. It encourages becoming a connected educator by following people on social media and joining online communities. It suggests collaborating by linking posts, answering questions, and participating in open projects. Creating involves making open courses, projects, and interactions. The document also describes open opportunities at ADLC such as joining Yammer and Twitter to practice social media skills and connecting with others using the hashtag #adlc.
This document discusses open online learning and the potential for open online courses in K-12 education. It begins by asking questions about participants' experiences with open online formats. It then discusses what open learning means and provides examples like blogs, wikis, and online courses. The document outlines the author's experience in an open online course and compares it to traditional online learning. Key aspects that made the open course unique included its collaborative nature and use of social media. Finally, the document discusses how open online courses could be used in K-12 settings, such as for professional development opportunities or as online modules for students, teachers, and administrators.
Global vision, global learning - Becoming an education change-makerJulie Lindsay
This document discusses online global collaboration in education. It provides definitions and examples of different levels of online global collaboration, from basic online interactions to complex learning collaboratives. Key points discussed include the importance of online global collaboration for developing global competence, how it provides a use for digital technologies, and how it supports a new paradigm of modern learning. Norms and best practices for effective online global collaboration are also presented.
The document discusses collective learning and how people make use of collective knowledge. It explores how people connect to networks and resources to both consume and contribute knowledge. It also examines the literacies and mindsets needed for people to effectively engage in collective learning, including being open to various perspectives and freely adapting knowledge as needed. Collective learning may signal a new paradigm that balances the individual and collective.
The document discusses trends in education moving from analog to digital, closed to open, and isolated to connected. It defines communities as collections of individuals bound by shared ideas and ideals. Networks are created through sharing ideas and connecting with others with shared passions. The document advocates for communities of practice, professional learning communities, and personal learning networks as models of connected learning and professional development in the digital age.
This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Learn the benefits of collaborating with a global community and how professional Learning Communities can provide the support for teachers to take charge of their personal professional learning.
Lucy Gray gave a presentation on creating global learning networks at the Chicago Public Schools Tech Talk on February 1, 2013. She discussed the benefits of connecting classrooms globally, providing examples of organizations and tools that facilitate collaboration between educators and students worldwide. Gray emphasized building professional relationships through social media participation and joining existing global projects in order to develop students' 21st century skills through authentic, globally-connected learning experiences.
This document outlines the agenda for the Flat Classroom Workshop 2010 focusing on opening up education through global collaboration. It discusses how emerging technologies allow for mass collaboration and innovation. Participants brainstorm challenges for collaborative classroom projects, analyze ideas, and plan a project involving global collaboration between multicultural classrooms. The goal is for teams to design a new learning experience, pitch their idea for feedback, and present their refined project involving multimedia and creating the future of education.
Do you co create at the elementary level- flat classrooms do!Julie Lindsay
The document discusses the Flat Classroom pedagogy which emphasizes global collaboration at the elementary level. It provides an overview of the Flat Classroom approach and outlines strategies for successful global collaboration, including making connections, communication, developing citizenship, contribution, choice, creation, and celebration. An example Flat Classroom project called "A Week in the Life" is described, which has elementary students in different locations research and share aspects of typical weekly routines to compare experiences in their different environments and cultures.
1. The document discusses accessibility in open online learning and explores strategies to design accessible curriculum, engage with learners with disabilities, and innovate for greater inclusion.
2. Key strategies highlighted include following W3C guidelines to make course content and platforms accessible, providing guidance and feedback to course teams, and having a process for learners to request accommodations and report barriers.
3. The document advocates defining accommodation broadly and partnering with diverse stakeholders to continually adapt teaching and promote learning for all.
Leadership for connected & global learning: Session 1 connected learning - En...Julie Lindsay
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
The document provides an overview of the Flat Classroom Workshop 2013. It includes the schedule and agenda for Day 1 which focuses on getting started with Flat Classroom pedagogy, defining global collaboration, and getting started with global projects. It discusses connected and "flat" learning, which aims to virtually eliminate walls between classrooms and connect learners globally. The document also outlines steps to "flatten" a classroom including making connections, communication, contribution, choice and more.
Siyavula supports communities of educators working together in South Africa. One way in which we believe this could be better achieved is through openly sharing content. We have recently run workshops in Johannesburg and Cape Town for educators to show them new and exciting ways connect, share with and support other educators.
Open Education: what is it and why does it matter?
Open Education & Language Learning
What is Open Education’s missing element?
Call for Action to innovative educators!
Keynote talk at 8th Slanguage Symposium 2015, November 14-15, Second Life
More Info & Video Recording: http://blog.edu.gr/archives/1313
This document discusses the concept of learning communities in a digital age. It defines communities and networks, and describes how connected learning occurs through connections between learners. Various types of learning communities are described, including professional learning communities, communities of practice, and personal learning networks. The roles of community members and motivations for participation are discussed. Characteristics of healthy communities like norms, groups, conversations and collaboration are also covered.
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1. Open Doors Group
“…Open Education
Through Collaboration”
Put on your
Travel Clothes and join us
for a
Virtual Tour of the
Open Doors Group /
College Open Textbooks
MentorCloud Platform
For
Sharing Best Practices
Photo CC BY fabulousfabs
Slide 1
2. Open Doors Group
“…Open Education
Through Collaboration”
Where we have been:
3. Open Doors Group
“…Open Education
Through Collaboration”
We have been busy…
BY THE NUMBERS
Over 1,000 COT Ning members
Over 25+ educational webinars
Over 25+ conferences attended and/or represented COT on panels.
Over 1,000 Tweet books sent to education community
$3M in funding from many contributors and eleven (11) organizations.
WOW award Recognition from WCET for “Outstanding Use of Technology in Higher Education”.
4. Open Doors Group
“…Open Education
Through Collaboration”
Where we are headed:
Strategic Partnerships
We have a number of projects focusing on accomplishing our
mission, and want to point out two key strategic partnerships:
AcademicPub: We’re working with AcademicPub to take selected
open textbooks and place them as content available to faculty using
their service.
MentorCloud: We’re working with MentorCloud to create an
environment where open education experts can share best
practices 1x1 or within groups.
Slide 4
5. Open Doors Group
“…Open Education
Through Collaboration”
Where we are headed:
Strategic Partnerships
The Open Doors Group has partnered with MentorCloud to
create a private open education community that allows 24x7
discussion threads and broadcast email messages to all
members by all members. Generally all members will be both
mentors and mentees in keeping with 21st century models of
learning communities.
Slide 5
6. Open Doors Group
OpenDoorsGroup.
“…Open Education
Through Collaboration” MentorCloud.com
The first step is to request an
invitation to join the
OpenDoorsGroup
MentorCloud
Photo CC BY Sure2Talk
Write to us with 2 sentences about your interest in education:
Mitchell Levy, Mitchell.Levy@opendoorsgroup.org
Jacky Hood, jacky.hood@opendoorsgroups.org
Slide 6
7. Open Doors Group
OpenDoorsGroup.
“…Open Education
Through Collaboration” MentorCloud.com
Next task is to
activate account
and complete
your profile.
Slide 7
8. Open Doors Group
OpenDoorsGroup.
“…Open Education
Through Collaboration” MentorCloud.com
Choose mentors,
mentees or peers
to interact with.
Slide 8
9. Open Doors Group
OpenDoorsGroup.
“…Open Education
Through Collaboration” MentorCloud.com
You can also view
and share videos,
and share best
practices in relevant
groups.
Slide 9
10. Open Doors Group
We Encourage
“…Open Education
Through Collaboration” You to Join!
We rolled out opendoorsgroup.mentorcloud.com on “Thank
Your Mentor Day” January 26, 2012.
We are delighted to provide this Virtual Tour for Open Education
Week March 5-9, 2012.
Join us on the journey to Open Education --- seek and provide
mentoring, learn and share, and have fun as well!
Slide 10
11. Open Doors Group
“…Open Education
Through Collaboration” Business Model
OpenDoorsGroup.MentorCloud.com will be free during the beta
period to all individuals who are contributors to open education.
• There may be a fee to organizations that sign up 5 or more individuals,
as well as, to organizations looking to tap into the open education
community.
• There will be a charge for organizations that are looking for facilitators to
drive conversations on certain topics and areas.
Slide 11
12. Open Doors Group
“…Open Education
Through Collaboration” Contact us
For more info, or interest in sponsoring this initiative,
please contact one of the Co-Directors of Open
Doors Group/College Open Textbooks.
Mitchell Levy, Mitchell.Levy@opendoorsgroup.org,
408-257-3000
Jacky Hood, jacky.hood@opendoorsgroups.org,
650-323-6509
THANK YOU
Slide 12