The coronavirus (COVID-19) pandemic has been more than a crisis; it has been a global wake-up call to change our paradigms and the way we perceive the world. Not surprisingly, the pandemic has altered the way we interpret the normal as well as the way we live. Normal, by its nature, is a relative term and, presently, we have different derivations of it: Normal, new normal, and next normal. Nevertheless, it is important to always remember that one’s new normal can be someone else's normal, or one’s normal could have hitherto been a new normal for someone else. Likewise, normal and new normal for some can be the next normal for others. These derivations of normal suggest that we are experiencing an unprecedented time, one marked by major shifts in the way we understand and interpret different areas of life, not least of all education, which has and will continue to undergo changes, particularly in the way we teach and learn.
Plenary delivered to the 2017 International Forum on Active Learning Classrooms (IF-ALC) at the University of Minnesota, 9-11 August 2017 (https://cceevents.umn.edu/international-forum-on-active-learning-classrooms).
The coronavirus (COVID-19) pandemic has been more than a crisis; it has been a global wake-up call to change our paradigms and the way we perceive the world. Not surprisingly, the pandemic has altered the way we interpret the normal as well as the way we live. Normal, by its nature, is a relative term and, presently, we have different derivations of it: Normal, new normal, and next normal. Nevertheless, it is important to always remember that one’s new normal can be someone else's normal, or one’s normal could have hitherto been a new normal for someone else. Likewise, normal and new normal for some can be the next normal for others. These derivations of normal suggest that we are experiencing an unprecedented time, one marked by major shifts in the way we understand and interpret different areas of life, not least of all education, which has and will continue to undergo changes, particularly in the way we teach and learn.
Plenary delivered to the 2017 International Forum on Active Learning Classrooms (IF-ALC) at the University of Minnesota, 9-11 August 2017 (https://cceevents.umn.edu/international-forum-on-active-learning-classrooms).
A presentation at the "Where next for virtual worlds in UK higher and further education?", facilitated by the Eduserv Foundation and hosted at the London Knowledge Lab, London.
A slide deck from 1997, illustrating an academic digital library consortium "project" and all of the things that went wrong with "it". More detail on my work website:
http://www.silversprite.com/?page_id=2242
This presentation was prepared for VITTA 2011 conference. The presentation was made virtually to interested participants. It demonstrates the use that tools like Black Board Collaborate can have on empowering learning. This is the classroom of the future, but it could be now!
This slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
This is a presentation with the intension of persuading the audience (school district) about the benefits of using the open source software Moodle to enhance classroom learning in an online environment.
A presentation at the "Where next for virtual worlds in UK higher and further education?", facilitated by the Eduserv Foundation and hosted at the London Knowledge Lab, London.
A slide deck from 1997, illustrating an academic digital library consortium "project" and all of the things that went wrong with "it". More detail on my work website:
http://www.silversprite.com/?page_id=2242
This presentation was prepared for VITTA 2011 conference. The presentation was made virtually to interested participants. It demonstrates the use that tools like Black Board Collaborate can have on empowering learning. This is the classroom of the future, but it could be now!
This slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
This is a presentation with the intension of persuading the audience (school district) about the benefits of using the open source software Moodle to enhance classroom learning in an online environment.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
Second Life as a platform for collaboration and teachingTeemu Surakka
Presentation held at ECT Forum 09, 23.9.2009 in Helsinki Fair Centre.
The presentation is based on my experiences from VinCo research project funded by MIDE, the Multidisciplinary Institute of Digitalisation and Energy in Helsinki University of Technology.
Keynote talk on Remote Labs, for IEEE Kenya 15 July 2021Timothy Drysdale
This was an invited talk at the "Engineering for
Sustainable Future and Transformative Innovation" event organised by IEEE Kenya for 15/16 July. The talk was given remotely and included a live demonstration of our labs. The license for the slides is CC-BY-NC-4.0.
These are the slides used for the workshop on Introduction to Second Life at the Emerging Technologies Symposium, Carefree AZ, Held by Sloan-C. May 7, 2008
Virtual Reality in Online Graduate Instruction: A Seven Year OverviewAlexandra M. Pickett
This presentation highlights seven years of integrating virtual reality into online education courses to build community, share work, create virtual conferences and poster sessions, and develop collaborative projects. A new course has students beginning to design their own complex virtual environments. Suggestions on effective virtual usage to be shared too.
http://cotecommunity.open.suny.edu/group/vr
Surveying video game use in the “Periphery”Silversprite
The paper outlines some of the aspects of living in the periphery (the north and west edge of Europe). It describes responses, especially those given by the children and their parents, to a survey on video gaming and other digital media use. The paper concludes with a more detailed analysis, and descriptions of areas of future research.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Virtual World Watch
Funded by Eduserv (thanks @andypowe11 et al) for a year
from mid-October 2008.
Started tracking Virtual World activities (originally just Second
Life) in UK academia in the summer of 2007.
Five such reports done, which contain a swirl of informal and
formal information on these activities.
Latest report released in mid February 2009.
Starting to build up the resource base with other “stuff”.
Huge fun, seeing a niche technology expand within education.
4. Summary of Snapshot 5 (and since then)
All bar one UK university has some evidence of Second Life
“activity” i.e. research, design, study, teaching or learning.
Building a replica of your campus in SL just for the sake of it is
rare now (hurrah!).
Activities diverse, but newer universities tend to be more into it
than older ones.
Huge amount of duplicated work going on across universities in
investigating use of Second Life in teaching and learning :-(
Major obstacles are the (linked) issues of attitude and
evidence.
5. Large areas of darkness
No activity or unreported
activity?
10. Studying SL as a learning environment
“A pilot study looking at Interprofessional education in Second Life.”
- Coventry
“Determining whether SL is a suitable environment within which to
develop students' business enterprise skills.” - Leeds
“Through the Open Habitat project, we are piloting various
approaches to teaching and learning in Second Life and
OpenSim.” - Leeds Metropolitan
“This project investigated pedagogical issues related to teaching
within 3D virtual worlds using Second Life as the delivery
platform.” - Ulster
12. Derby
“A virtual quarry in
conjunction with the
Institute of Quarrying.
This work is intended to
replicate real quarrying
situations: dangerous
overhangs; explosions;
hazardous working
vehicles.
Students move around
the quarry identifying
those hazards.”
13. West of England
“The witnesses go
down to the simulation
set and the
investigators stay at
the gathering point.
The tutor runs the
simulation through – in
this case a fork lift
truck accident in a
small warehouse which
the witness students
can view through their
avatars.”
16. Medical equipment created by Glasgow Caledonian
“A simulation of a full
working model of an X-ray
machine.
This allows for safe
practice; is flexible
either to be used in a
class or for self study.
It is scaleable - only
one exists on campus
but we can copy the
simulation as many
times as we wish.”
17. Machinima
“A section of the island is designated for film making
(machinima), with an adaptable diorama and terraformable
landscape for creating sets.” - JISC RSC (Northern)
“A group of media students are undertaking a project on
creating machinima and guidance on the use of the event
simulator described above as part of their interactive media
course.” - West of England
19. Staff introduction
“We held a number of induction events to allow interested
members of staff to familiarise themselves with the
environment.” - Leeds
“Teaching our staff about virtual worlds and the possibilities of
these as a learning and teaching environment.” - Glasgow
Caledonian
“Currently exploring SL with a small group for staff to look at the
feasibility of using SL to exchange and work with other
educational establishments or projects.” – Strode College
22. Metaplace
University of
the West of
Scotland
- Web-based
- Flash
- extensible
- avatars
- scripting
Isometric view
Easy to work in
(Sims meets
Second Life?)
23. OpenSim
“We expect to see more interest in OpenSim, and
possibly Wonderland - emphasising the need to keep
the ‘intelligence’ of any solution out of any one
particular virtual world. We also still see no ‘Second
Life killer’ out there.” - Daden Limited
“The latest OpenSim server builds offer outstanding
performance, and are rapidly maturing and becoming
reliable for everyday use. Porting objects and scripts
(but not all of them) from Second Life to OpenSim is
now possible.” - Plymouth
28. But in the same university...
"On top of this my computer in my office is completely
locked down by UICS and I can do nothing, I am not
allowed to have Skype...I cannot use Elluminate, I cannot
use virtual classrooms, and so on.
My research into virtual worlds (Second Life) is done at
home and I had to buy a new computer for there because
my work one has no access, is far too slow...and it is not
allowed anyway."
29. VIEWS of the future
http://blogs.cetis.ac.uk/rowin/2009/03/27/111/
"Lack of support from institutional IT departments for VW-related
activities, even to the point of refusing to unblock the
ports necessary to actually run them.
Some institutions apparently blame JISC/Janet policies for
this, but the inconsistent application of these supposed
policies suggests that there might be other reasons for
this…"
31. For lots of other people ...
Proof or evidence
...that using Virtual Worlds for specific teaching and
learning applications is better than using some other
technique or technology.
* Funding applications * Students, bossy parents
* Internal authority to use * Peers
33. For IT Services ...
MANY UK Universities have used Second Life for a very
wide range of teaching and learning activities without
ANY incident or apocalyptic event.
So why can't you? Be honest ...
Laziness? Control freakery?
Mis-allocation of IT funding? Neo-ludditism?
39. Survey and report release dates
Mid May 2009
Snapshot #6
Second Life and alternative virtual worlds in education #1
Start August 2009
Snapshot #7
Mid October 2009
Snapshot #8
Second Life and alternative virtual worlds in education #2
Virtual worlds ongoing research
40. In it for the long haul ...
VWW until at least the end of 2010. Focus stays on UK activities.
Mixed funding model.
Adding lobbying to research and dissemination activities.
Still doing:
Weekly podcasts.
Snapshot reports.
Adding UK content to resource directory.
41. VWW needs your help ...
Say what you are doing. Free publicity! Make your funders happy!
Advance your career!
Oh, and the chance to win a book token.
In fact, if you have any other media e.g. blogs, YouTube videos,
can promote those through the VWW website.
Evidence of teaching and learning activities especially welcome.
Weekly podcasts, gaining a cult following. Can do over Skype,
phone ... or later today. Takes 15 minutes.
Editor's Notes
Lots of responses, as ever, from UK universities.
Activity in UK colleges, and other Further Education institutions, has been negligible. Having said that, there seems to be some more activity very recently, but it is still only a tiny fraction of that found in UK universities.
Here is some of the data (removing personal and other information) from most of the current snapshot survey. It shouldn’t be taken as cast in stone, as the situation with most institutions is constantly changing. Things to notice:
Most respondents thought they would be doing virtual world activities next year as well.
Teaching and learning activities were mentioned in most responses.
Second Life is still the predominant virtual world (albeit this was the partial focus of the survey), though OpenSim is gaining significant interest).
The quarry simulator at the University of Derby.
The School of Health & Bioscience at the University of East London has a wet lab with a PCR experiment.
And this year may very well see the main discussion be whether to stick with Second Life, or to use OpenSim. Several universities and academics are looking at it at the moment.