The document discusses issues around e-learning and changing educational paradigms. It notes that society is becoming increasingly connected and digital, with most New Zealanders now online. However, it questions whether e-learning is just an educational fad or whether it enables more engaging, relevant and authentic learning styles that today's digital students prefer. It highlights the need to reconsider traditional teaching approaches and how technology could help build new types of student-centered learning environments.
0800422 (Wr) V1 Digital World Digital Identity Digital EducationWilfredRubens.com
The document discusses how technological developments are impacting digital identity and education. It notes that internet usage is rising, especially among youth, and this is changing behaviors. This generational shift has consequences for education, including the need to incorporate media literacy and social software into teaching. While technologies align with how youth learn, education must guide their use to realize benefits and avoid potential downsides like privacy issues. Teachers should leverage opportunities from tools like online video, podcasting, and social networks, but ensure a focus on learning.
This document discusses the need for classrooms without walls and 21st century learning skills. It notes that emerging technologies allow education to be personalized and in the hands of students. Students can now learn what they want, when they want, and where they want. 21st century skills like connecting, communicating, collaborating and creating on a local and global scale are emphasized. Specific web 2.0 tools that can facilitate this type of learning are mentioned, including blogs, wikis, social media, videoconferencing and virtual worlds. Considerations for using these tools in classrooms are also briefly discussed.
1) The document discusses the digital generation and how technology is transforming life and work. It focuses on how younger generations are more comfortable with digital technologies and social networking.
2) It talks about Microsoft's Partners in Learning program which provides $10 million over 5 years to support innovative teaching with technology in Australian schools.
3) It argues that in the 21st century, learning needs to become more individualized and leverage technologies to provide personalized learning experiences for students.
The document contains a collection of images and quotes related to technology in education. It discusses how technology has changed learning and literacy needs. Students are now more self-directed, collaborate more, and act as content creators. However, they need new digital literacies around topics like social media, privacy, and filtering information. Learning involves connecting ideas in complex ways and understanding connotation. Mastery involves literacies, competencies and skills for learning 2.0, like critiquing information. Overall, the document reflects on how technology has transformed education by supporting more active, social and personalized forms of learning.
This document provides an overview of available e-safety resources organized into the following categories: information about e-safety, resources for teachers, personal danger, vulnerable adults and young people, social networking, and inspection. It includes links to general management resources on e-safety from JISC and the Excellence Gateway as well as teaching materials, guidance documents, videos, and examples of using social media in education. Contact information is provided for questions.
The document discusses issues around e-learning and changing educational paradigms. It notes that society is becoming increasingly connected and digital, with most New Zealanders now online. However, it questions whether e-learning is just an educational fad or whether it enables more engaging, relevant and authentic learning styles that today's digital students prefer. It highlights the need to reconsider traditional teaching approaches and how technology could help build new types of student-centered learning environments.
0800422 (Wr) V1 Digital World Digital Identity Digital EducationWilfredRubens.com
The document discusses how technological developments are impacting digital identity and education. It notes that internet usage is rising, especially among youth, and this is changing behaviors. This generational shift has consequences for education, including the need to incorporate media literacy and social software into teaching. While technologies align with how youth learn, education must guide their use to realize benefits and avoid potential downsides like privacy issues. Teachers should leverage opportunities from tools like online video, podcasting, and social networks, but ensure a focus on learning.
This document discusses the need for classrooms without walls and 21st century learning skills. It notes that emerging technologies allow education to be personalized and in the hands of students. Students can now learn what they want, when they want, and where they want. 21st century skills like connecting, communicating, collaborating and creating on a local and global scale are emphasized. Specific web 2.0 tools that can facilitate this type of learning are mentioned, including blogs, wikis, social media, videoconferencing and virtual worlds. Considerations for using these tools in classrooms are also briefly discussed.
1) The document discusses the digital generation and how technology is transforming life and work. It focuses on how younger generations are more comfortable with digital technologies and social networking.
2) It talks about Microsoft's Partners in Learning program which provides $10 million over 5 years to support innovative teaching with technology in Australian schools.
3) It argues that in the 21st century, learning needs to become more individualized and leverage technologies to provide personalized learning experiences for students.
The document contains a collection of images and quotes related to technology in education. It discusses how technology has changed learning and literacy needs. Students are now more self-directed, collaborate more, and act as content creators. However, they need new digital literacies around topics like social media, privacy, and filtering information. Learning involves connecting ideas in complex ways and understanding connotation. Mastery involves literacies, competencies and skills for learning 2.0, like critiquing information. Overall, the document reflects on how technology has transformed education by supporting more active, social and personalized forms of learning.
This document provides an overview of available e-safety resources organized into the following categories: information about e-safety, resources for teachers, personal danger, vulnerable adults and young people, social networking, and inspection. It includes links to general management resources on e-safety from JISC and the Excellence Gateway as well as teaching materials, guidance documents, videos, and examples of using social media in education. Contact information is provided for questions.
Overcoming the camel's hump with digital literacy: how Web 2.0 is changing ed...Small World Social
The document summarizes a presentation given by Kathy Phelan from the Social Media Education Group to the Office of the Board of Studies NSW on May 4th, 2011. The presentation covered topics like the biggest impacts of technology, mobile devices, and content in 2011; big ideas for education including digital literacy; online education and crowd-sourced curriculum; overcoming challenges with digital literacy; the impact of social media on health and well-being; challenges of mobile devices; and the importance of being present offline. The presentation provided an overview of trends in web 2.0 and social media and their implications for education leaders.
The document discusses the need for schools to embrace social media. It provides quotes from educational organizations emphasizing that students should be prepared to use technological tools and social media, as these skills are important for students' future work and lives. The document also notes that the traditional model of teaching cannot keep up with rapid changes, and that social media can promote student learning through mobile devices and participation in a connected world.
The document discusses the need for schools to embrace social media. It provides quotes from educational organizations emphasizing that students should be experienced with the technological tools used in the world and select appropriate tools to address needs. Another quote notes the importance of integrating skills related to media use and production into standards. The document also discusses how social media can further prepare students for a highly connected world and challenges the traditional model of teaching by transferring information from teacher to student.
The Expanded Classroom: The impact of technology in a connected worldJonathan Shaw
The Media Department at Coventry University has developed a framework of highly innovative teaching, learning and creative-practice spaces – virtual and physical.
This paper will present the challenges we have faced, and the success we have encountered from the creation of a series of ‘alternative spaces’ for learning, which address the changing landscape of 21st Century education .
Students and staff have engaged with the spaces in different ways through a range of, discipline-led initiatives.
These initiatives have led to open educational classes, interactive blog spaces, online presentations of student work and international collaborations across courses within the media department.
We have recently developed a project that will enable students to engage more actively in the process so that they can create and develop student-led teaching and learning environments. This project will consider the spaces in which students are comfortable and prefer to learn as well as creating opportunities to challenge and question their learning styles.
The impact of the project extends beyond the teaching and learning environment and seeks to empower the students: by placing them at the heart of the process we hope that they will take more responsibility for their own learning, become more entrepreneurial in their approach to their own education and develop lifelong skills that extend far beyond the classroom.
With geographical barriers removed, educators have an opportunity to enlighten and empower students, through innovative, open and shared teaching and learning practices, to find their voice and positively contribute to a culturally rich and globally connected world.
Today’s teaching and learning should stimulate debate and encourage discovery; this paper places the student’s ownership, engagement and collaborative learning at the heart of that journey. Students, working as researchers and co-creators will develop collaborative, connected and technology-enabled models for higher education.
The document discusses the transition to 21st century teaching and learning, noting that it has already arrived. It highlights how the amount of new information generated annually exceeds that of the previous 5,000 years. It also notes that half of what students learn in their first year of college will be outdated by their third year. The document advocates adopting Web 2.0 tools and preparing students with creative and innovative skills rather than just content knowledge. It describes a study showing students taught with new technologies retained knowledge about the Civil War better than those taught traditionally. The document urges educators to embrace change to meet students' current needs.
This document discusses the need for changes in education to better prepare students for the future. It notes that jobs are increasingly being outsourced overseas and that schools are becoming obsolete as the world changes more rapidly. The document advocates focusing education on developing skills like critical thinking, collaboration, communication and problem solving to help students succeed. It also highlights challenges around educational technology infrastructure and the need for professional development to support modern teaching and learning.
The document discusses using participatory design workshops to elicit patterns for open and online education. It proposes a "Participatory Pattern Elicitation" pattern to structure workshops where participants share case studies, discuss parallels, and work together to identify patterns in education technology. The workshops are intended to surface transferable best practices and leverage social learning to refine patterns identified by participants and facilitators.
The document discusses several pedagogical approaches and issues in online and technology-enabled education:
1) It examines how technology both shapes and is shaped by human interaction, and how this impacts the future of education.
2) Several theorists and their views are mentioned, including Friere's perspective on education empowering self-reflection and Ivan Illich's criticism of universal schooling.
3) The challenges of predicting technological change and its effects on learning are explored through examples from the past that failed to anticipate current realities.
Digital citizenship: A global perspectiveJulie Lindsay
This document discusses digital citizenship from a global perspective. It begins with an introduction and agenda. Part 1 addresses issues in digital citizenship, including emerging technologies and their impact. Part 2 defines digital citizenship in a global context using an enlightened digital citizenship model that includes elements like technical awareness, social awareness, and global awareness. Part 3 discusses best practices for empowered digital citizenship action, including designing for action, collaboration, and showcasing student projects that address global issues. The overall document promotes developing cultural understanding and global digital citizenship.
ELearning is often touted as the way to ensure that everyone, irrespective of their geographical location, can participate in education and the learning management system is usually what enables this. The learning management system houses multi-media, assessments of all stripes, resources, wikis and social forums. But what happens when there is no internet? Do those without access have to forgo the opportunities and rich interaction afforded by the learning management system? This presentation, describes a project underway at the University of Southern Queensland to create a version of Moodle that doesn’t require internet access. And explores its possible application to a host of alternative contexts and uses.
Lahc Communication Platform 13th Annual MeetingGerardo Lazaro
The document summarizes the agenda for the 13th Annual Members Conference of the LAHC Communication Platform. The conference will focus on integrating education, communication, and technology through a social network platform to connect members, exchange information and knowledge, and encourage collaboration. Videos and presentations will explore digital learning trends and visions for the future of education involving new technologies. Discussion topics will address relationships between education and technology at the school, teacher, and student levels and debates around traditional vs virtual education models. Collaborative projects are proposed around issues like global warming, recycling, and developing global citizenship through virtual learning exchanges.
This document discusses the need for gifted education to evolve for the 21st century. It argues that today's students need skills like creativity, critical thinking, communication and collaboration to succeed in a world where knowledge is widely accessible. Schools must provide modern, technology-rich learning environments that engage students in solving real-world problems. By integrating new literacies and allowing creative outlets, education can help ensure students are prepared for the future.
The document discusses 21st century education and the changing landscape of technology. It notes that education now needs to address a rapidly changing world and prepare students for jobs that have not been invented yet. It also highlights how technologies have advanced significantly, with the computing power and data storage of modern devices vastly exceeding what was available just decades ago. This poses challenges for education but also opportunities to engage and connect students through new tools and approaches.
Often, we only get 3 minutes with administrators to share our ideas about the important relationship between technology and student learning. Discuss and discover current research and surveys demonstrating the need for technology integration in K-12 schools.
The Story of Distance Education: The Future Is Not What It Used To BeMark Brown
Professor Mark Brown gave a presentation on the future of distance education. He discussed 1) failed predictions about the impact of technologies like radio, television and computers on education, 2) tensions around increasing global demand, high dropout rates, and a lack of understanding of returns on online education, and 3) the need for education to serve social change by addressing inequality and promoting inclusion in an increasingly digital world. He concluded by emphasizing that learning analytics should support educational goals and questioned whether new models truly solve problems in higher education when access, quality and cost remain tensions.
This document summarizes Andrew Campbell's presentation on educational technology. It discusses both benefits and concerns around edtech, including how it is big business, raises privacy issues, and can worsen the digital divide. It also notes that while technology changes teaching, teachers are not replaceable and their role remains important as guides and facilitators. Early adopters see potential in edtech but the early majority needs reliable infrastructure and support to feel comfortable adopting new technologies.
The document discusses mobile and digital learning at Qatar Academy. It promotes a 1:1 mobile computing program where teachers and students have devices and a blended approach using laptops. Infrastructure and IT support are needed. Curriculum and assessment are being digitized. The school aims for student-centered learning using emerging technologies to flatten classroom walls. Obstacles to mobile learning at schools are discussed.
1) Digital citizenship education teaches students how to safely and responsibly use technology and social media. It includes lessons on digital etiquette, communication, health, rights and responsibilities.
2) Educators can implement digital citizenship lessons and use social networks for collaborative learning between teachers and students. This allows students to work together on projects and share resources.
3) There are nine elements of digital citizenship that all social network users should understand, such as digital literacy, security, ethics and laws regarding online behavior. Mastering these concepts helps protect students' safety and well-being online.
1) The document discusses the transition to a digital world and the need for e-learning and digital skills in schools.
2) It notes that the traditional education model may not meet current needs and that e-learning can help develop important competencies if implemented deliberately.
3) The Ministry of Education supports e-learning innovation in schools and encourages teachers to explore new ways of teaching and learning using digital tools.
2010 november 25 gleneagle secondary - pro dBrian Kuhn
spoke to teachers at Gleneagle Secondary school in Coquitlam as part of their ProD session about educational technology, vision for the future, what's changed, shared some videos of students using edtech, etc.
Bells, Whistles and Digital Tools for the 21st Century CatechistCaroline Cerveny
So you know you should be using Digital tools in your ministry! Yet, we find so many excuses to stay in our comfortable world. What steps do I take as a catechist to get on board with what the Pope has referred to as the Digital Continent? In this ever evolving collaborative and digital communications world, how do I stay abreast with what is happening all around me? With a limited budget, how do I stretch it to include technology? Where do I start? How do I share my success stories? Is Digital Discipleship and Digital Citizenship important today?
Overcoming the camel's hump with digital literacy: how Web 2.0 is changing ed...Small World Social
The document summarizes a presentation given by Kathy Phelan from the Social Media Education Group to the Office of the Board of Studies NSW on May 4th, 2011. The presentation covered topics like the biggest impacts of technology, mobile devices, and content in 2011; big ideas for education including digital literacy; online education and crowd-sourced curriculum; overcoming challenges with digital literacy; the impact of social media on health and well-being; challenges of mobile devices; and the importance of being present offline. The presentation provided an overview of trends in web 2.0 and social media and their implications for education leaders.
The document discusses the need for schools to embrace social media. It provides quotes from educational organizations emphasizing that students should be prepared to use technological tools and social media, as these skills are important for students' future work and lives. The document also notes that the traditional model of teaching cannot keep up with rapid changes, and that social media can promote student learning through mobile devices and participation in a connected world.
The document discusses the need for schools to embrace social media. It provides quotes from educational organizations emphasizing that students should be experienced with the technological tools used in the world and select appropriate tools to address needs. Another quote notes the importance of integrating skills related to media use and production into standards. The document also discusses how social media can further prepare students for a highly connected world and challenges the traditional model of teaching by transferring information from teacher to student.
The Expanded Classroom: The impact of technology in a connected worldJonathan Shaw
The Media Department at Coventry University has developed a framework of highly innovative teaching, learning and creative-practice spaces – virtual and physical.
This paper will present the challenges we have faced, and the success we have encountered from the creation of a series of ‘alternative spaces’ for learning, which address the changing landscape of 21st Century education .
Students and staff have engaged with the spaces in different ways through a range of, discipline-led initiatives.
These initiatives have led to open educational classes, interactive blog spaces, online presentations of student work and international collaborations across courses within the media department.
We have recently developed a project that will enable students to engage more actively in the process so that they can create and develop student-led teaching and learning environments. This project will consider the spaces in which students are comfortable and prefer to learn as well as creating opportunities to challenge and question their learning styles.
The impact of the project extends beyond the teaching and learning environment and seeks to empower the students: by placing them at the heart of the process we hope that they will take more responsibility for their own learning, become more entrepreneurial in their approach to their own education and develop lifelong skills that extend far beyond the classroom.
With geographical barriers removed, educators have an opportunity to enlighten and empower students, through innovative, open and shared teaching and learning practices, to find their voice and positively contribute to a culturally rich and globally connected world.
Today’s teaching and learning should stimulate debate and encourage discovery; this paper places the student’s ownership, engagement and collaborative learning at the heart of that journey. Students, working as researchers and co-creators will develop collaborative, connected and technology-enabled models for higher education.
The document discusses the transition to 21st century teaching and learning, noting that it has already arrived. It highlights how the amount of new information generated annually exceeds that of the previous 5,000 years. It also notes that half of what students learn in their first year of college will be outdated by their third year. The document advocates adopting Web 2.0 tools and preparing students with creative and innovative skills rather than just content knowledge. It describes a study showing students taught with new technologies retained knowledge about the Civil War better than those taught traditionally. The document urges educators to embrace change to meet students' current needs.
This document discusses the need for changes in education to better prepare students for the future. It notes that jobs are increasingly being outsourced overseas and that schools are becoming obsolete as the world changes more rapidly. The document advocates focusing education on developing skills like critical thinking, collaboration, communication and problem solving to help students succeed. It also highlights challenges around educational technology infrastructure and the need for professional development to support modern teaching and learning.
The document discusses using participatory design workshops to elicit patterns for open and online education. It proposes a "Participatory Pattern Elicitation" pattern to structure workshops where participants share case studies, discuss parallels, and work together to identify patterns in education technology. The workshops are intended to surface transferable best practices and leverage social learning to refine patterns identified by participants and facilitators.
The document discusses several pedagogical approaches and issues in online and technology-enabled education:
1) It examines how technology both shapes and is shaped by human interaction, and how this impacts the future of education.
2) Several theorists and their views are mentioned, including Friere's perspective on education empowering self-reflection and Ivan Illich's criticism of universal schooling.
3) The challenges of predicting technological change and its effects on learning are explored through examples from the past that failed to anticipate current realities.
Digital citizenship: A global perspectiveJulie Lindsay
This document discusses digital citizenship from a global perspective. It begins with an introduction and agenda. Part 1 addresses issues in digital citizenship, including emerging technologies and their impact. Part 2 defines digital citizenship in a global context using an enlightened digital citizenship model that includes elements like technical awareness, social awareness, and global awareness. Part 3 discusses best practices for empowered digital citizenship action, including designing for action, collaboration, and showcasing student projects that address global issues. The overall document promotes developing cultural understanding and global digital citizenship.
ELearning is often touted as the way to ensure that everyone, irrespective of their geographical location, can participate in education and the learning management system is usually what enables this. The learning management system houses multi-media, assessments of all stripes, resources, wikis and social forums. But what happens when there is no internet? Do those without access have to forgo the opportunities and rich interaction afforded by the learning management system? This presentation, describes a project underway at the University of Southern Queensland to create a version of Moodle that doesn’t require internet access. And explores its possible application to a host of alternative contexts and uses.
Lahc Communication Platform 13th Annual MeetingGerardo Lazaro
The document summarizes the agenda for the 13th Annual Members Conference of the LAHC Communication Platform. The conference will focus on integrating education, communication, and technology through a social network platform to connect members, exchange information and knowledge, and encourage collaboration. Videos and presentations will explore digital learning trends and visions for the future of education involving new technologies. Discussion topics will address relationships between education and technology at the school, teacher, and student levels and debates around traditional vs virtual education models. Collaborative projects are proposed around issues like global warming, recycling, and developing global citizenship through virtual learning exchanges.
This document discusses the need for gifted education to evolve for the 21st century. It argues that today's students need skills like creativity, critical thinking, communication and collaboration to succeed in a world where knowledge is widely accessible. Schools must provide modern, technology-rich learning environments that engage students in solving real-world problems. By integrating new literacies and allowing creative outlets, education can help ensure students are prepared for the future.
The document discusses 21st century education and the changing landscape of technology. It notes that education now needs to address a rapidly changing world and prepare students for jobs that have not been invented yet. It also highlights how technologies have advanced significantly, with the computing power and data storage of modern devices vastly exceeding what was available just decades ago. This poses challenges for education but also opportunities to engage and connect students through new tools and approaches.
Often, we only get 3 minutes with administrators to share our ideas about the important relationship between technology and student learning. Discuss and discover current research and surveys demonstrating the need for technology integration in K-12 schools.
The Story of Distance Education: The Future Is Not What It Used To BeMark Brown
Professor Mark Brown gave a presentation on the future of distance education. He discussed 1) failed predictions about the impact of technologies like radio, television and computers on education, 2) tensions around increasing global demand, high dropout rates, and a lack of understanding of returns on online education, and 3) the need for education to serve social change by addressing inequality and promoting inclusion in an increasingly digital world. He concluded by emphasizing that learning analytics should support educational goals and questioned whether new models truly solve problems in higher education when access, quality and cost remain tensions.
This document summarizes Andrew Campbell's presentation on educational technology. It discusses both benefits and concerns around edtech, including how it is big business, raises privacy issues, and can worsen the digital divide. It also notes that while technology changes teaching, teachers are not replaceable and their role remains important as guides and facilitators. Early adopters see potential in edtech but the early majority needs reliable infrastructure and support to feel comfortable adopting new technologies.
The document discusses mobile and digital learning at Qatar Academy. It promotes a 1:1 mobile computing program where teachers and students have devices and a blended approach using laptops. Infrastructure and IT support are needed. Curriculum and assessment are being digitized. The school aims for student-centered learning using emerging technologies to flatten classroom walls. Obstacles to mobile learning at schools are discussed.
1) Digital citizenship education teaches students how to safely and responsibly use technology and social media. It includes lessons on digital etiquette, communication, health, rights and responsibilities.
2) Educators can implement digital citizenship lessons and use social networks for collaborative learning between teachers and students. This allows students to work together on projects and share resources.
3) There are nine elements of digital citizenship that all social network users should understand, such as digital literacy, security, ethics and laws regarding online behavior. Mastering these concepts helps protect students' safety and well-being online.
1) The document discusses the transition to a digital world and the need for e-learning and digital skills in schools.
2) It notes that the traditional education model may not meet current needs and that e-learning can help develop important competencies if implemented deliberately.
3) The Ministry of Education supports e-learning innovation in schools and encourages teachers to explore new ways of teaching and learning using digital tools.
2010 november 25 gleneagle secondary - pro dBrian Kuhn
spoke to teachers at Gleneagle Secondary school in Coquitlam as part of their ProD session about educational technology, vision for the future, what's changed, shared some videos of students using edtech, etc.
Bells, Whistles and Digital Tools for the 21st Century CatechistCaroline Cerveny
So you know you should be using Digital tools in your ministry! Yet, we find so many excuses to stay in our comfortable world. What steps do I take as a catechist to get on board with what the Pope has referred to as the Digital Continent? In this ever evolving collaborative and digital communications world, how do I stay abreast with what is happening all around me? With a limited budget, how do I stretch it to include technology? Where do I start? How do I share my success stories? Is Digital Discipleship and Digital Citizenship important today?
Engaging with technology for learning: The surprises the challenges and next ...Sue Beckingham
Keynote presentation for Kingston University Festival of Learning
The swift pivot to online learning has without doubt been challenging for a multitude of reasons. My keynote will consider
- when looking back what my approaches were in relation to the use of technology to enhance learning;
- more recently my reflections on using technology for learning and teaching online,
- and then looking forward how we need to re-plan to use technology for engaging multimodal co-learning.
Challenges for 21st century education and blended learningFrederik Questier
F. Questier, Challenges for 21st century education and blended learning; Lecture for Masterclass professionele ontwerpteams, Associatie KU Leuven, 12/02/15 https://associatie.kuleuven.be/events/mcpot/programma
Distinguished Lecture presentation from IEEE Fellow Manuel Castro, President emeritus of the IEEE Education Society presenting Practical Competences and Education for All
ELT + IT: CALL for a Balance by Michael KraussMichael Krauss
Plenary presentation in Lima and Cuzco, Peru March 2012. Presented as part of ELSpecialist visit sponsored by U.S D.O.S. and U.S. Embassy, English Language Office, Lima Peru.
The document discusses the role of mobile technology in K-12 education, noting that tools like smartphones, tablets, and apps can enable new forms of learning but also come with risks if not implemented carefully. A number of current mobile learning projects and tools are described, and tips are provided on safe and effective ways to integrate mobile into teaching and learning. The future of mobile technology in education is uncertain but holds potential if its opportunities and risks are understood and mitigated.
Here are some key online resources for school administrators on 21st century skills:
- New York State Education Department's guide for administrators on 21st century skills: http://www.p12.nysed.gov/technology/21stcenturylearning.html
- ISTE's standards for school administrators on technology leadership: http://www.iste.org/standards/standards-for-administrators
- Crosswalk of NYS standards and ISTE standards: http://www.p12.nysed.gov/technology/crosswalk/
- Louisianna LEADS site (Leadership, Education and Development for School Success) with resources for administrators: http://www.lead
The document discusses the evolution of education from distance/online learning through the pandemic. It covers many topics including how education is evolving with technology, the different generations, and practical competencies like laboratories. It also discusses standards for remote laboratories and how technology enhanced learning can contribute to open education and a smarter world. The main conclusion is that education is moving towards more adapted blended learning models.
Leadership for Engaging Students Digitally: It's not about the Angry Birds!ewilliams65
How can leaders effectively leverage technology for learning? If we have pockets of best practices, how do we scale up? What specific action steps can leaders take to build a shared vision, facilitate professional learning, provide access 24/7/365, and create polices that support rather than undercut technology use? This file includes numerous links to useful resources.
‘Digital learning’ is gaining traction as more organisations begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? This session provides an opportunity to learn more about digital learning pedagogy, and digital learning design.
This document discusses e-learning and online education in Canada. It provides an overview of the Canadian eLearning Network (CANeLearn), including its vision, mission, board of directors, and role in promoting effective online and blended learning practices across Canada. It also summarizes the nature of e-learning programs across Canadian provinces, including whether they are primarily provincial or district-based programs, and whether provinces provide dedicated ministry resources and supports for online learning.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
Elearning session for Secondary PGCE and GTP traineeswkidd
This document discusses the use of technology to enhance teaching and learning. It introduces concepts like digital natives, digital immigrants, and the flipped classroom. It also discusses challenges around integrating new technologies without proper pedagogical guidance. Key terms related to e-learning and web tools are defined. Throughout, it emphasizes the importance of pedagogy over technology when incorporating new tools into teaching.
Educational Futures: personalisation, privatisation and privacy debbieholley1
The document discusses several key trends in education for the class of 2030 including increased personalization of learning through tools like AI and collaboration platforms, the growing role of private industry in education, and important issues around student privacy with emerging technologies like augmented and virtual reality. Personalized learning approaches using data about student progress and tailored content will be important while balancing student privacy and appropriate use of student data. Strong policies and design approaches will be needed to ensure new technologies enhance education without compromising privacy or well-being.
EdTech World Forum 2022
In this presentation, Professor Debbie Holley reflects on the digital solutions proposed to scale and solve our digital educational requirements of the future. What are the challenges and opportunities afforded by technologies, and who will benefit and how? In a time where education becoming increasingly commercialised, what are the changing balances between public and private funding, the requirements for a different set of workforce skills, and the needs of those wishing to access education? The recent pandemic has resulted in rapid change and innovation, and the contested role of where learning will take place is receiving unprecedented attention.
This document summarizes a 3-year research project that explored how virtual worlds could be used to engage disadvantaged youth. The project worked with 44 students from a culturally diverse, low-income high school in Melbourne, Australia. Students were introduced to the virtual world Second Life, where they could customize avatars, explore the environment, and participate in activities. However, students faced barriers like limited technology access at home and a digital divide. While the virtual world offered new opportunities, it did not mitigate the layers of disadvantage students experienced in their everyday lives.
E-governance Culture in Institutions of Higher EducationRamesh C. Sharma
National Seminar on Promoting E-governance Culture in Institutions of Higher Education (March 20-21, 2013), Organized by
Department of B.Ed./M.Ed., Faculty of Education & Allied Sciences, MJP Rohilkhand University, Bareilly (U.P.)-243006 (India)
The world has changed dramatically due to societal, technological, and economic shifts to a digital world. In this new environment, students need skills like innovation, creativity, collaboration, and entrepreneurship to succeed. Universities and businesses can partner to provide skills training through activities like research collaboration, commercializing research, and lifelong learning. New technologies are enabling more personalized, mobile, social, and accessible education but also require changes to fully realize their potential to improve learning and employability.
Similar to Vision of the Future: Where will eLearning be in 2020? (20)
Twitter as a Professional Learning Tool: Implications for Practice and Furth...Carol Skyring
Presentation to 21st Academic Forum, Berkeley on 21 August 2014. This session presented the results of research into how Twitter is being employed by educators to support their professional learning. Based on the research results, the presentation outlined the advantages of Twitter as a professional learning tool and the implications this has for practice and for further research.
Enhance Your Professional Learning with TwitterCarol Skyring
Webinar I presented for CILC on 12 March, 2014. Outlines the use of Twitter as a professional learning tool. Contains some research findings and lots of practical tips.
This document discusses emerging trends in education including increased use of social media, virtual worlds, personal learning networks, visual learning, and mobile devices. It notes that learners are becoming more self-directed, collaborative, and oriented toward peer feedback. New technologies like augmented reality, games, and wearable devices are changing the learning landscape. The future of learning will be more social, collaborative, visual, and integrated across virtual and real worlds. For tools to be effective, it is important to select the right tool for the job and support instructors through professional development.
The Value of a Professional Learning Network (PLN)Carol Skyring
This document discusses the value of developing a personal learning network (PLN) using various online tools and platforms. It defines a PLN as a network of people connected for the purpose of sharing knowledge, advice, resources, and inspiration to support continuous learning. The key benefits outlined are staying up-to-date in your field, accessing timely information and expertise from your global network, and engaging in collaborative learning. Popular tools recommended for developing a PLN include Twitter, blogs, LinkedIn, and content aggregation platforms like Diigo, Pinterest and Scoop-it. The document provides tips on how to get started and effectively manage your PLN, such as following peers and experts, participating in discussions, and sharing resources while
This is the ppt from the Randwick eBusiness workshop, June 2013. More info and all of the links are at this blog post: http://web2tools.biz/2013/05/what-is-ebusiness/
Where will current trends take learning?Carol Skyring
This document summarizes Carol Skyring's presentation on emerging trends in learning. She discusses how learning is becoming more social, collaborative, personalized and visual. New tools like social media, virtual worlds, and mobile devices are enabling more personalized and self-directed learning anytime, anywhere through personal learning networks. Future learning will blend virtual and real-world experiences using augmented reality and location-based technologies. Learning management systems are also evolving to incorporate richer media, social features and collaborative capabilities in secure online environments.
Learning in 140 Characters:Microblogging for professional learning amongst e...Carol Skyring
This document discusses how microblogging can be used for professional learning amongst educators. It defines microblogging as a form of social networking where users share their thoughts, ideas, and resources in 140 characters or less. Maintaining a personal learning network (PLN) through microblogging allows educators to connect with peers and experts worldwide for professional learning and to harness collective intelligence. The document provides examples of how educators are using hashtags and Twitter to participate in online conferences, ask questions during live events, and form online communities for discussion and sharing resources.
The document discusses how modern communication technologies and society may be heading in a direction similar to the dystopian future depicted in the 1909 short story "The Machine Stops" by E.M. Forster. It suggests that communication is increasingly occurring through instant messaging and video conferencing online. It then examines current technologies like video conferencing, virtual worlds, and mobile devices that are changing how students learn and collaborate across distances. The document predicts that visual communication, mobile devices, social media, and augmented reality will become increasingly important in education in the coming years.
Visual Communication: From zoopraxiscope to YouTubeCarol Skyring
This document discusses the history and development of visual communication technologies from the zoopraxiscope in 1879 to modern platforms like YouTube. It provides examples of early visual devices from the 18th and 19th centuries like the thaumatrope in 1825 and phenakistoscope in 1832. It then outlines current and potential educational uses of visual communication technologies in areas like teaching, conferencing, and virtual worlds. Key factors for successful implementation are highlighted like appropriate instructional design and pedagogical support.
Social Media: The good, the bad & the ugly Carol Skyring
The document discusses the good, bad, and ugly aspects of using social media for not-for-profits. It covers why social media should be used, how to use it effectively, examples of both good and bad social media use by organizations, and important considerations like developing a strategy and learning from past mistakes. Key topics include engaging supporters, extending reach, the time commitment needed, and the risks of using social media poorly.
These are quotes from speakers and delegates that were tweeted from the Teaching & Learning with Vision Conference, Nov 2011. See: http://tlvconf.wordpress.com
Microblogging, such as Twitter, allows users to share short content like sentences, images, or video links, and can be used for professional learning. It enables new patterns of networking and ways of learning by allowing users to share their thoughts and ideas, ask questions, and exchange resources with their personal learning networks in a global, virtual community available anytime through various social networking tools. An effective personal learning network combines people who contribute to your ongoing learning through microblogging and other social media platforms.
5 Ways to Use Videoconferencing in EducationCarol Skyring
These are slides from a webinar with the eT@lking group on 14 July 2010. You can read more detail about "5 Ways to Use Videoconferencing in Education" at my blog post: http://ow.ly/2b9tH
This document discusses the history and future of videoconferencing in education. It outlines how videoconferencing has evolved from the 1980s to today, with increasing uses in meetings, interviews, telehealth, and education. The document also explores emerging technologies like high definition video, telepresence, virtual worlds, and their potential to further enhance remote learning experiences and global connections between students and teachers. Finally, it emphasizes that effective educational uses of videoconferencing depend on appropriate instructional design and support for instructors and students.
Get Ready for the Future: Where is elearning heading?Carol Skyring
These are the presentation slides from my session at LearnX in Melbourne, June 2008 - Get ready for the Future:
Where is elearning heading? You can watch the intro video at: http://www.youtube.com/watch?v=sUVb2f2aGfI
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
7. Mid 1800s prediction
Frustrated and enraged at
obtaining so many crossed
visual lines, a man hurls his
chair at le tele. An
observation by Robida that
while tremendous strides may
be made in technology, human
behaviour changes not in the
slightest.
15. Telepresence
Telepresence refers to a set
of technologies which allow
a person to to feel as if
they were present, to give
the appearance that they
were present, or to have an
effect, at a location other
than their true location.
Wikipedia
16. (Tele)Presence
• A group of 'presence'
technologies &
standards that let
applications know:
- where you are
- what you're doing
- what kind of communications
you're prepared to receive.
17. Virtual Worlds
Second Life:
- Total accounts: over 18 million
- Users last 60 days: 1,366,528
- Online 1pm today: 54,526
- Over 700 universities have campuses
- New institutions just in 2nd life
18. PLNs
http://www.flickr.com/photos/courosa/2922421696/
Warlick, D. (2009). Grow your personal learning network: New technologies can keep you
connected and help you manage information overload. Learning & Leading with Technology, 36(6) p. 15
20. In 2020
• Children currently in Year 1 will be entering
the workforce
• Some parents of Year 1 students are
currently finishing school
• More over 65s than under 16s*
• Younger, less experienced teachers*
* in 2020 Vision: Report of the Teaching and Learning in 2020 Review Group, Department for Education and Skills, UK
21. Video removed see
Joe’s Non-Netbook:
http://www.youtube.com/watch?v=SkhpmEZWuRQ
23. Personalised Learning
• Learner centred
• Knowledge centred
• Assessment centred (formative & summative)
2020 Vision: Report of the Teaching and Learning in 2020 Review Group
http://www.decs.sa.gov.au/learningtechnologies/files/links/2020_Vision.pdf.
24. The mobile device will be the
world’s primary connection tool
to the Internet in 2020.
From ‘Did You Know 4.0’: http://www.youtube.com/watch?v=6ILQrUrEWe8
25. Click on the video
screen below to access a
video introduction or
the weekly podcast.
29. What does this
mean for students?
• Rich learning environment
• Lots of interaction
• Instant responses to
queries
• Anywhere & anytime
30. Higher Ed
• Today students choose:
- The courses they study
- The campus they attend
• Tomorrow courses will be
accessible from anywhere
• In the future students will
choose with whom they
study NOT where
34. • Appropriate and effective use:
- Is this the RIGHT tool
- A combination
• Pedagogical issues:
- How can I BEST teach this
- Instructional design
• Environment
- Ease of use
• Support for instructors and students:
- Professional development
35. • Provide learning solutions
NOT technological ones
• Technology is your slave -
not your master
• Design great learning
experiences
36. We are currently preparing
students for jobs & technologies
that don’t yet exist.....
in order to solve problems we
don’t even know are problems yet.
37. We can’t solve problems by using
the same kind of thinking we
used when we created them.
Albert Einstein
38. Video removed see
A Brave New Worlds Wide Web:
http://www.youtube.com/watch?v=gyPQ4Qr8xks