Trans e-Facilitator project aims to provide training material to raise the quality of training for e-facilitators in order to improve their skills and work. It is for people who work in telecentres and ICT learning centres alike.
This document discusses badges for teaching and learning. It mentions cross-disciplinary competencies like project management, critical thinking, and teamwork. It also discusses the T-shaped student/employee model where individuals have both depth in a single field but also breadth across multiple areas. The quantified self movement and use of analytics and connected learning are cited as trends supporting badge-based competency assessments. The last paragraphs envision a highly connected ecosystem using technologies like MOOCs and badges to support sharing, collaboration, and linking learners to resources and specialists globally.
Digital literacy refers to the skills needed to live, learn, and work in a digital society, such as using digital tools to do academic research, writing, and critical thinking. These skills are part of personal development and allow individuals to showcase their achievements. Digital literacy is taught to students, researchers, teaching staff, and administrative support staff through various university programs and services that focus on information literacy, curriculum design, staff development, and supporting digital pedagogy.
This document outlines a chart for assessing a school's use of technology across six key areas: 1) Teaching and learning patterns, content connections, and student mastery; 2) Educator preparation, development models, and online learning support; 3) Leadership vision, planning, support, communication, budget, and online support; 4) Infrastructure including student-computer ratios, internet access, technology, and network/distance learning support. Schools are classified from 1-4 based on their stage of technology integration across these key areas.
The document discusses Elluminate, a web conferencing technology used by Harvard Graduate School of Education for virtual outreach and recruitment. It begins with an overview of web conferencing options and choosing a tool that fits the purpose, audience, and budget. The presentation then demonstrates Elluminate and provides examples of how HSGSE has used it for information sessions, international outreach, and student ambassador training to effectively recruit prospective students while saving costs compared to only traditional in-person events. Planning, logistics, and evaluating the success of Elluminate events are also reviewed.
The document is a STAR chart that evaluates a Texas school campus's use of technology across four key areas in 2009-2010: teaching and learning, educator preparation and development, leadership/administration/instructional support, and infrastructure for technology. In each area, the campus scored between 13-14 points, indicating it was at the "developing technology" level for that year. The summary provides a high-level overview of the document's purpose and main conclusions in 3 sentences.
This document outlines a virtual world build for formal education that demonstrates pedagogical examples, delivery methods, distance learning environments, assessment possibilities, and in-world communications. The mission is for virtual worlds to provide an optimal environment to host formal education, with the future of education residing online and in virtual worlds. The purpose statement indicates the build illustrates strategic usage possibilities for formal education in a virtual world.
This document describes the creation of a Business English Self-Access Center at a university in Ecuador. It aimed to develop students' communicative competencies through an online learning environment. Research identified weaknesses in students' business communication skills and lack of strategy use. The pedagogical proposal was a blog-based virtual center providing thematic units, technological tools, and resources to support autonomous learning. An interdisciplinary team implemented the center in stages from 2016-2017, and evaluations assessed its functionality and ability to maximize learning. The center was found to effectively develop students' digital and lifelong learning skills.
Trans e-Facilitator project aims to provide training material to raise the quality of training for e-facilitators in order to improve their skills and work. It is for people who work in telecentres and ICT learning centres alike.
This document discusses badges for teaching and learning. It mentions cross-disciplinary competencies like project management, critical thinking, and teamwork. It also discusses the T-shaped student/employee model where individuals have both depth in a single field but also breadth across multiple areas. The quantified self movement and use of analytics and connected learning are cited as trends supporting badge-based competency assessments. The last paragraphs envision a highly connected ecosystem using technologies like MOOCs and badges to support sharing, collaboration, and linking learners to resources and specialists globally.
Digital literacy refers to the skills needed to live, learn, and work in a digital society, such as using digital tools to do academic research, writing, and critical thinking. These skills are part of personal development and allow individuals to showcase their achievements. Digital literacy is taught to students, researchers, teaching staff, and administrative support staff through various university programs and services that focus on information literacy, curriculum design, staff development, and supporting digital pedagogy.
This document outlines a chart for assessing a school's use of technology across six key areas: 1) Teaching and learning patterns, content connections, and student mastery; 2) Educator preparation, development models, and online learning support; 3) Leadership vision, planning, support, communication, budget, and online support; 4) Infrastructure including student-computer ratios, internet access, technology, and network/distance learning support. Schools are classified from 1-4 based on their stage of technology integration across these key areas.
The document discusses Elluminate, a web conferencing technology used by Harvard Graduate School of Education for virtual outreach and recruitment. It begins with an overview of web conferencing options and choosing a tool that fits the purpose, audience, and budget. The presentation then demonstrates Elluminate and provides examples of how HSGSE has used it for information sessions, international outreach, and student ambassador training to effectively recruit prospective students while saving costs compared to only traditional in-person events. Planning, logistics, and evaluating the success of Elluminate events are also reviewed.
The document is a STAR chart that evaluates a Texas school campus's use of technology across four key areas in 2009-2010: teaching and learning, educator preparation and development, leadership/administration/instructional support, and infrastructure for technology. In each area, the campus scored between 13-14 points, indicating it was at the "developing technology" level for that year. The summary provides a high-level overview of the document's purpose and main conclusions in 3 sentences.
This document outlines a virtual world build for formal education that demonstrates pedagogical examples, delivery methods, distance learning environments, assessment possibilities, and in-world communications. The mission is for virtual worlds to provide an optimal environment to host formal education, with the future of education residing online and in virtual worlds. The purpose statement indicates the build illustrates strategic usage possibilities for formal education in a virtual world.
This document describes the creation of a Business English Self-Access Center at a university in Ecuador. It aimed to develop students' communicative competencies through an online learning environment. Research identified weaknesses in students' business communication skills and lack of strategy use. The pedagogical proposal was a blog-based virtual center providing thematic units, technological tools, and resources to support autonomous learning. An interdisciplinary team implemented the center in stages from 2016-2017, and evaluations assessed its functionality and ability to maximize learning. The center was found to effectively develop students' digital and lifelong learning skills.
Claroline is an open-source eLearning and eWorking platform created in 2001 at the Catholic University of Louvain in Belgium. It is developed by educational institutions and supported by the Walloon Region of Belgium. In 2007, the Claroline Consortium was formed as a non-profit association to support the platform's development and community. Claroline is used by over 800 institutions worldwide and is available in 35 languages. It provides functionalities for course content, communication, collaboration, and administration.
This document discusses the strengths, weaknesses, opportunities, and threats of using e-portfolios in Blackboard. Some of the key strengths are that e-portfolios allow students to organize work electronically and develop IT and web design skills. However, weaknesses include security issues, students' lack of technical skills, and reliance on internet access. Opportunities are that e-portfolios allow for self-expression and showcase skills to employers. Threats involve lack of student engagement, limited storage space, and potential technical problems. The document advocates that e-portfolios take self-reflection and can help prepare students for professional life if given proper support.
Communications and media foundations offers alternative route to specialized ...jasonw93
The Communications and Media Foundations program at Centennial College provides an alternative route for students who are not accepted into specialized media programs like Broadcasting, Film, Journalism, or Advertising. The one-year program gives students foundational skills in digital media production, communication, and applying media concepts to practical projects. Course topics include digital tools, multimedia, portfolio development, digital culture, and media writing. The intensive, two-semester format requires consistent class attendance and assignment completion to maximize learning.
The document discusses using digital portfolios to foster translation competencies and learner autonomy. Digital portfolios allow students to document competencies, events, and products relevant to their learning. They place students at the center of the learning experience and promote active learning. Digital portfolios integrate learning experiences from inside and outside the classroom and encourage collaboration between teachers and students.
This document discusses different types of academic writing and distance education. It defines distance education as a form of education where students do not have to physically attend class, instead receiving study materials through various means allowing for self-directed learning. Distance education uses technologies like Moodle to facilitate communication and allows students flexibility in their schedules. It emphasizes the role of teachers as facilitators and the importance of students taking responsibility for their own learning.
The document discusses several key aspects of institutionalizing learning design (LD) in higher education. It touches on the evolution of e-learning systems, mainstreaming innovation through staff development, integrating various tools for authoring, storage, and player functions. It also addresses questions around the appropriate level of quality control, fostering reuse while allowing for innovation, and changing academic culture to support LD as it matures as a knowledge domain.
Improving digital competence in teacher training: the design and implementati...ARGET URV
This document discusses a study that designed and implemented learning tasks in 3D virtual environments to improve pre-service teachers' digital competence. It describes a 4-phase educational proposal to: 1) install the virtual environment and train teachers, 2) design learning cases and activities, 3) implement a teaching sequence in the virtual world, and 4) collect data, analyze results, and draw conclusions. The goal was to evaluate teachers' digital competence across 4 dimensions using a rubric with 22 indicators and evidence from the learning activities in the 3D environment.
The eTwinning project was developed thanks to the knowledge acquired within the Erasmus+ KA1 project called "Developing ICT Competencies in European Context", reference number 2018-1-RO01-KA101-048537 having as beneficiary the Romanu Lower Secondary School, Jud. Braila, Romania.
Mahara is a creative space that allows students to tell their own stories and showcase their work through a narrative approach. The narrative approach forces students to consider their audience and purpose, and gives them autonomy over their presentation. However, it also presents challenges as there is no set model to follow and students must be resourceful in getting support and acquiring new skills. Examples of student work submitted in Mahara demonstrate creation using mixed media, consideration of audience, development of intercultural skills, and increased digital competencies.
2020_09_23 "Faceing COVID-19 and the new normal at TUM" - Hans PongratzeMadrid network
- TUM had to quickly transition to remote learning during the COVID-19 pandemic. It mobilized 500 student assistants to help digitize materials and build online courses. It also established task forces around issues like campus licenses, examinations, and student presence.
- For the summer 2020 term, TUM focused on quality management and obtaining feedback from teachers and students. It provided guidance documents and support for online teaching. It also held an ideas competition around virtual labs, digital formats, and student learning.
- TUM's IT infrastructure, including its Moodle and Panopto systems, supported the transition and proved effective. Over 35,000 students accessed Moodle and over 27,000 used Panopto.
- Les
The document discusses the use of e-portfolios and personal learning environments (PLEs) in higher education. It outlines how e-portfolios can be used for planning, recording, reflecting on formal and informal learning, presenting skills and achievements, and providing evidence for recognition purposes like accreditation of prior learning. The EduSpaces model is proposed as an institutional platform to support e-portfolios across entry phases, learning, career preparation, and as an alumni tool for lifelong learning. Key features of EduSpaces include learner diaries, social networks, presentations, content aggregation, personalization, access controls, and connectivity to learning management systems.
Morningside Middle School's technology plan focuses on four key areas: teaching and learning, educator preparation and development, leadership/administration/support, and infrastructure. The school aims to integrate technology into the curriculum through online learning, simulations, and virtual field trips connected to the classroom content. Challenges include limited funding, access, and resistance to technology from some. The results show the school's technology program is still developing and it plans to intensify teacher training, seek corporate sponsors, and expand connectivity and access beyond the classroom.
Badawy Abdel-Alim Al-Sayed is seeking a position utilizing his education and 20 years of experience in monitoring and evaluation, project management, capacity building, and community development. He has a diploma in monitoring and evaluation from Helwan University and a bachelor's degree in social work from Cairo University. Currently he supervises four officers and manages a $4 million project as the Area Supervisor for Plan International Egypt in Qalioubia. Previously he facilitated community development as a Community Development Facilitator for Plan International Egypt for 15 years.
Benchmark Consulting International provides business process consulting services to analyze, design, and implement processes that help clients lower costs, increase revenue, and improve customer experience. The document outlines Benchmark's organizational background, clients, knowledge base, consulting process which includes assessment, design, and implementation phases, and provides an example of an auto loan approval assessment featuring workflow diagrams and performance metrics.
This document provides information about ISAL 2016, an innovation and sustainability expo taking place in Medellin, Colombia from April 27-29, 2016. The expo aims to promote smarter, more sustainable, efficient, healthy and safe cities through showcasing innovations in transportation, infrastructure, energy, and public health. Speakers at a related 2015 symposium will discuss topics like clean energy, low-carbon development, water strategy and green building solutions. International exhibitors from countries like the US, France, Canada and more will showcase their sustainable technologies and services. ISAL 2016 seeks to continue Medellin's leadership in innovation through promoting better transportation, infrastructure, environmental quality and public safety.
This document provides tips for interview success, including how to prepare for different types of interviews, common questions that may be asked, questions to ask the interviewer, tips for phone and in-person interviews, and closing the interview positively. It highlights preparing answers to common questions, researching the company, practicing responses, maintaining a professional appearance and positive body language during interviews.
Our design firm Ishida/Crandall is designing the permanent site for the Japanese village at Concordia Language Villages. I worked as a counselor for 4 summers during college, and now my former employer is our client almost 20 years later!
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
Implementing TEL at DMU: University of Surrey WorkshopRichard Hall
The document summarizes the results of a review of technology-enhanced learning (TEL) at De Montfort University conducted from 2010-2013. The review found that while the university utilized a range of digital tools, its organizational structures, professional development, and support services needed updating to fully realize the benefits of TEL. The review's recommendations included reorganizing decision-making around TEL, developing the skills of educators, migrating to a new learning management system, and increasing support for developing students' digital identities and safety.
The document summarizes the e-Learning activities at Macerata University in Italy. It discusses the university's e-Learning center called CELFI, which provides online and blended learning resources and technologies to support over 10,000 students across 17 degree programs. CELFI focuses on strategic modeling of online learning, teacher training, setting up online learning environments, and coordinating international projects. It utilizes various learning management systems and intelligent tutoring technologies to deliver a flexible, non-neutral pedagogical model centered around instruction, collaboration, and personal reflection.
Claroline is an open-source eLearning and eWorking platform created in 2001 at the Catholic University of Louvain in Belgium. It is developed by educational institutions and supported by the Walloon Region of Belgium. In 2007, the Claroline Consortium was formed as a non-profit association to support the platform's development and community. Claroline is used by over 800 institutions worldwide and is available in 35 languages. It provides functionalities for course content, communication, collaboration, and administration.
This document discusses the strengths, weaknesses, opportunities, and threats of using e-portfolios in Blackboard. Some of the key strengths are that e-portfolios allow students to organize work electronically and develop IT and web design skills. However, weaknesses include security issues, students' lack of technical skills, and reliance on internet access. Opportunities are that e-portfolios allow for self-expression and showcase skills to employers. Threats involve lack of student engagement, limited storage space, and potential technical problems. The document advocates that e-portfolios take self-reflection and can help prepare students for professional life if given proper support.
Communications and media foundations offers alternative route to specialized ...jasonw93
The Communications and Media Foundations program at Centennial College provides an alternative route for students who are not accepted into specialized media programs like Broadcasting, Film, Journalism, or Advertising. The one-year program gives students foundational skills in digital media production, communication, and applying media concepts to practical projects. Course topics include digital tools, multimedia, portfolio development, digital culture, and media writing. The intensive, two-semester format requires consistent class attendance and assignment completion to maximize learning.
The document discusses using digital portfolios to foster translation competencies and learner autonomy. Digital portfolios allow students to document competencies, events, and products relevant to their learning. They place students at the center of the learning experience and promote active learning. Digital portfolios integrate learning experiences from inside and outside the classroom and encourage collaboration between teachers and students.
This document discusses different types of academic writing and distance education. It defines distance education as a form of education where students do not have to physically attend class, instead receiving study materials through various means allowing for self-directed learning. Distance education uses technologies like Moodle to facilitate communication and allows students flexibility in their schedules. It emphasizes the role of teachers as facilitators and the importance of students taking responsibility for their own learning.
The document discusses several key aspects of institutionalizing learning design (LD) in higher education. It touches on the evolution of e-learning systems, mainstreaming innovation through staff development, integrating various tools for authoring, storage, and player functions. It also addresses questions around the appropriate level of quality control, fostering reuse while allowing for innovation, and changing academic culture to support LD as it matures as a knowledge domain.
Improving digital competence in teacher training: the design and implementati...ARGET URV
This document discusses a study that designed and implemented learning tasks in 3D virtual environments to improve pre-service teachers' digital competence. It describes a 4-phase educational proposal to: 1) install the virtual environment and train teachers, 2) design learning cases and activities, 3) implement a teaching sequence in the virtual world, and 4) collect data, analyze results, and draw conclusions. The goal was to evaluate teachers' digital competence across 4 dimensions using a rubric with 22 indicators and evidence from the learning activities in the 3D environment.
The eTwinning project was developed thanks to the knowledge acquired within the Erasmus+ KA1 project called "Developing ICT Competencies in European Context", reference number 2018-1-RO01-KA101-048537 having as beneficiary the Romanu Lower Secondary School, Jud. Braila, Romania.
Mahara is a creative space that allows students to tell their own stories and showcase their work through a narrative approach. The narrative approach forces students to consider their audience and purpose, and gives them autonomy over their presentation. However, it also presents challenges as there is no set model to follow and students must be resourceful in getting support and acquiring new skills. Examples of student work submitted in Mahara demonstrate creation using mixed media, consideration of audience, development of intercultural skills, and increased digital competencies.
2020_09_23 "Faceing COVID-19 and the new normal at TUM" - Hans PongratzeMadrid network
- TUM had to quickly transition to remote learning during the COVID-19 pandemic. It mobilized 500 student assistants to help digitize materials and build online courses. It also established task forces around issues like campus licenses, examinations, and student presence.
- For the summer 2020 term, TUM focused on quality management and obtaining feedback from teachers and students. It provided guidance documents and support for online teaching. It also held an ideas competition around virtual labs, digital formats, and student learning.
- TUM's IT infrastructure, including its Moodle and Panopto systems, supported the transition and proved effective. Over 35,000 students accessed Moodle and over 27,000 used Panopto.
- Les
The document discusses the use of e-portfolios and personal learning environments (PLEs) in higher education. It outlines how e-portfolios can be used for planning, recording, reflecting on formal and informal learning, presenting skills and achievements, and providing evidence for recognition purposes like accreditation of prior learning. The EduSpaces model is proposed as an institutional platform to support e-portfolios across entry phases, learning, career preparation, and as an alumni tool for lifelong learning. Key features of EduSpaces include learner diaries, social networks, presentations, content aggregation, personalization, access controls, and connectivity to learning management systems.
Morningside Middle School's technology plan focuses on four key areas: teaching and learning, educator preparation and development, leadership/administration/support, and infrastructure. The school aims to integrate technology into the curriculum through online learning, simulations, and virtual field trips connected to the classroom content. Challenges include limited funding, access, and resistance to technology from some. The results show the school's technology program is still developing and it plans to intensify teacher training, seek corporate sponsors, and expand connectivity and access beyond the classroom.
Badawy Abdel-Alim Al-Sayed is seeking a position utilizing his education and 20 years of experience in monitoring and evaluation, project management, capacity building, and community development. He has a diploma in monitoring and evaluation from Helwan University and a bachelor's degree in social work from Cairo University. Currently he supervises four officers and manages a $4 million project as the Area Supervisor for Plan International Egypt in Qalioubia. Previously he facilitated community development as a Community Development Facilitator for Plan International Egypt for 15 years.
Benchmark Consulting International provides business process consulting services to analyze, design, and implement processes that help clients lower costs, increase revenue, and improve customer experience. The document outlines Benchmark's organizational background, clients, knowledge base, consulting process which includes assessment, design, and implementation phases, and provides an example of an auto loan approval assessment featuring workflow diagrams and performance metrics.
This document provides information about ISAL 2016, an innovation and sustainability expo taking place in Medellin, Colombia from April 27-29, 2016. The expo aims to promote smarter, more sustainable, efficient, healthy and safe cities through showcasing innovations in transportation, infrastructure, energy, and public health. Speakers at a related 2015 symposium will discuss topics like clean energy, low-carbon development, water strategy and green building solutions. International exhibitors from countries like the US, France, Canada and more will showcase their sustainable technologies and services. ISAL 2016 seeks to continue Medellin's leadership in innovation through promoting better transportation, infrastructure, environmental quality and public safety.
This document provides tips for interview success, including how to prepare for different types of interviews, common questions that may be asked, questions to ask the interviewer, tips for phone and in-person interviews, and closing the interview positively. It highlights preparing answers to common questions, researching the company, practicing responses, maintaining a professional appearance and positive body language during interviews.
Our design firm Ishida/Crandall is designing the permanent site for the Japanese village at Concordia Language Villages. I worked as a counselor for 4 summers during college, and now my former employer is our client almost 20 years later!
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
Implementing TEL at DMU: University of Surrey WorkshopRichard Hall
The document summarizes the results of a review of technology-enhanced learning (TEL) at De Montfort University conducted from 2010-2013. The review found that while the university utilized a range of digital tools, its organizational structures, professional development, and support services needed updating to fully realize the benefits of TEL. The review's recommendations included reorganizing decision-making around TEL, developing the skills of educators, migrating to a new learning management system, and increasing support for developing students' digital identities and safety.
The document summarizes the e-Learning activities at Macerata University in Italy. It discusses the university's e-Learning center called CELFI, which provides online and blended learning resources and technologies to support over 10,000 students across 17 degree programs. CELFI focuses on strategic modeling of online learning, teacher training, setting up online learning environments, and coordinating international projects. It utilizes various learning management systems and intelligent tutoring technologies to deliver a flexible, non-neutral pedagogical model centered around instruction, collaboration, and personal reflection.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
The document discusses telecollaboration in university education and some of the barriers to its adoption. It summarizes surveys of practitioners that found the top barriers are the time needed to set up exchanges, difficulties integrating them due to institutional requirements, and lack of pedagogical knowledge. Case studies show practitioners are overcoming barriers by finding appropriate partners, signing written agreements, ensuring relevance for students, maintaining momentum through steady partners, and gaining prestige and awareness. Loose networks of partners are also gaining popularity.
Maria Ranieri and Isabella Bruni Lessons learntmymobileeu
This document summarizes findings from workshops on mobile learning in adult education. It identifies trends like using mobile devices as cultural learning resources and their potential for inclusion. Challenges discussed include technological and digital skill divides. Recommendations focus on conceptualizing learning as occurring anywhere, designing activities rather than courses, and supporting continuous learning. More research is needed on mobile learning and cultural practices, apps for adult learners, and the social impacts of mobile communities. Policies should support research, provide technologies, and develop mobile services to promote lifelong learning for all.
Telecollaboration involves virtual exchanges between foreign language students at distant universities. The document discusses several case studies of telecollaboration exchanges between European universities and American universities. It identifies barriers to telecollaboration such as time commitment, difficulties with integration and assessment, and lack of technical skills. Practitioners overcome these barriers by obtaining management support, providing academic credit, maintaining steady partnerships, and collaborating within networks of participating universities.
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.
This document provides an introduction to learning technology. It defines learning technology as the broad range of communication, information, and related technologies that can support learning, teaching, and assessment. It discusses concerns that have historically been raised about new technologies, from Socrates' worries about the impact of writing to Luddites protesting labor-saving technologies. The document also addresses how technology may enhance learning, digital literacy, and trends in technology adoption in higher education.
[EADTU OPEN VM WEBINAR] Presentation Christian Stracke / Sanna Juutinen / Pan...EADTU
Virtual Mobility: A Joint Educational Product presented by Christian Stracke, Sanna Juutinen, Panu Forsman, Kate Holubinka and Cathrin Vogel on Thursday 18 June 2020
1. The document discusses a PhD research project that aims to explore how engagements with open educational resources (OER) can help negotiate social and digital literacies.
2. The researcher worked with students and lecturers at Nelson Mandela Metropolitan University (NMMU) in South Africa to use a writing OER tool to facilitate writing and engage with social issues.
3. Evaluations of student and educator experiences using the tool found that it helped improve writing and sparked reflection on social debates, with the goal of developing an expanded OER writing tool for NMMU.
The EACEA invited the NIFLAR project to share experiences on ICT and Digital media for key competences at the International EDEN congress which was held in Valencia (9-12 June-2010)
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
Social Learning in the Context of OpenLearnKasiaKAka
This document discusses social learning on the OpenLearn platform. It defines social learning and the importance of learner-centered and collaborative approaches. It describes the types of learners and activities on OpenLearn, including participating in discussions, creating profiles, and observing others. Motivations for social interaction are examined, such as exploring content and connecting with others. The potential for OpenLearn to support lifelong learning and key competencies through flexible, personalized learning and networking is also discussed.
Similar to Virtual Worlds in Higher Education (Bologna) English version (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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 ..
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