Students in an online course were surveyed about their perceptions of various social presence strategies. In phase 1, students reported that discussions, peer reviews, and feedback from the instructor helped them feel connected to their peers and the instructor. In phase 2, the survey results showed that students preferred low-tech strategies over high-tech strategies for feeling connected. General "how-to" videos and one-on-one emails with the instructor were among the top strategies. Digital storytelling and peer reviews also helped students feel connected to their peers.
Comics als Ordnungs-/Reflexionswerkzeug in (Online-) LernprozessenJutta Pauschenwein
Workshop-Ziele
- Einblick in Nick Sousanis Verständnis und Nutzung von Comics erhalten
- Sich mit dem Potential von Comics zur Ordnung und Reflexion von Lernprozessen auseinandersetzen
- Gemeinsam Konzepte für den Transfer in die eigene Arbeit entwickeln
Sketching an abstract comic helps to reach a new perspective on concepts, events, content etc. Working with comics I got insights into Nick Sousanis’ understanding and use of comics as a medium, I examined the potential of comics in the organization of and reflection on learning processes.
CMC Teacher Education SIG Presentation; Hauck & WarneckeCmcTchrEdSIG
The document discusses social presence in online teacher education programs. It explores how social presence was developed through a tutor training program that used experiential modeling and exploratory practice approaches. Surveys and forum analysis found indicators of affective, interactive and cohesive social presence among tutors. Key findings were that the experiential modeling in the training was an effective approach, and social presence seems to outweigh cognitive density in forums, though roles and identities can shift depending on the context.
The role of social presence in computer supported collaborative learning and ...johnroseadams1
The document discusses social presence in computer-supported collaborative learning environments. It describes various definitions and conceptualizations of social presence from literature. It then provides details about an online tutor training program for an English for Academic Purposes course delivered via a learning management system. The training aimed to familiarize tutors with the course environment and tools through experiential modeling. Analysis of tutor forum discussions and surveys found that the experiential modeling approach helped tutors understand how to project their social presence online and engage in social activities to build community.
Implementing ePortfolio for scaffolding and researching reflective practise among novice teachers in Estonia - a presenatation by Reelyka, Eve, Inge and myself at ECER 07 conference in Ghent
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Students in an online course were surveyed about their perceptions of various social presence strategies. In phase 1, students reported that discussions, peer reviews, and feedback from the instructor helped them feel connected to their peers and the instructor. In phase 2, the survey results showed that students preferred low-tech strategies over high-tech strategies for feeling connected. General "how-to" videos and one-on-one emails with the instructor were among the top strategies. Digital storytelling and peer reviews also helped students feel connected to their peers.
Comics als Ordnungs-/Reflexionswerkzeug in (Online-) LernprozessenJutta Pauschenwein
Workshop-Ziele
- Einblick in Nick Sousanis Verständnis und Nutzung von Comics erhalten
- Sich mit dem Potential von Comics zur Ordnung und Reflexion von Lernprozessen auseinandersetzen
- Gemeinsam Konzepte für den Transfer in die eigene Arbeit entwickeln
Sketching an abstract comic helps to reach a new perspective on concepts, events, content etc. Working with comics I got insights into Nick Sousanis’ understanding and use of comics as a medium, I examined the potential of comics in the organization of and reflection on learning processes.
CMC Teacher Education SIG Presentation; Hauck & WarneckeCmcTchrEdSIG
The document discusses social presence in online teacher education programs. It explores how social presence was developed through a tutor training program that used experiential modeling and exploratory practice approaches. Surveys and forum analysis found indicators of affective, interactive and cohesive social presence among tutors. Key findings were that the experiential modeling in the training was an effective approach, and social presence seems to outweigh cognitive density in forums, though roles and identities can shift depending on the context.
The role of social presence in computer supported collaborative learning and ...johnroseadams1
The document discusses social presence in computer-supported collaborative learning environments. It describes various definitions and conceptualizations of social presence from literature. It then provides details about an online tutor training program for an English for Academic Purposes course delivered via a learning management system. The training aimed to familiarize tutors with the course environment and tools through experiential modeling. Analysis of tutor forum discussions and surveys found that the experiential modeling approach helped tutors understand how to project their social presence online and engage in social activities to build community.
Implementing ePortfolio for scaffolding and researching reflective practise among novice teachers in Estonia - a presenatation by Reelyka, Eve, Inge and myself at ECER 07 conference in Ghent
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Dr. Debra Hoven presented at the ATL-C 2008 conference in Leeds, UK. She discussed her action research study into an online Master's in Distance Education program at Athabasca University in Canada. She identified issues with transitions, technology, and expectations that distance learners face. Through consultation with colleagues and students, she resolved to revise her pedagogical approach to emphasize experiential, collaborative, and ecological constructivist learning. Her goal was to create a more permeable online learning community and model effective technology uses to facilitate changes in student attitudes and beliefs.
Interact is a learning management system introduced at Charles Sturt University in 2008. It provides various tools like forums, chat rooms, wikis and blogs to facilitate learning and interaction between students and lecturers. A survey of 59 students found that most found Interact easy to use and that it enhanced their learning by providing a central place for subject materials. However, the chat room was rarely used with students preferring forums for interaction. Improving lecturer participation and training was suggested to help students better utilize all of Interact's features.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
MOOCs and open practices Teaching and Learning 2016 MG abridgedmichaelgloveresearch
Michael Glover presentation at Teaching and Learning Conference, 30 March, University of Cape Town, 2016. Link to research project: http://roer4d.org/sp10-3-impact-of-oer-in-and-as-moocs-in-south-africa
Examining how program instructors perceive the overseas teacher training for ...KateConference
The instructors viewed the main goals of the program as fostering reflection among the teachers on their current practices and experiences. They aimed to provide alternative perspectives and tools to encourage appropriation without a top-down approach. The roles of the program were seen as activating awareness, reflection, and sharing of practices between teachers from different contexts. The instructors hoped teachers would participate actively and begin applying ideas in their own contexts over time. They also hoped program sponsors would provide ongoing support for teacher learning and development after the short-term program.
The Connections Methodology Explained: Why We Do What We Do
The Connections methodology integrates a personalized and humane approach to education with the objectives of professional quality, celebrating diversity, and catalyzing new experiences to stimulate innovation in education. Their courses are based on evidence from educational research and neuroscience. They use a flipped classroom model, differentiate instruction, focus on visible thinking and writing, and see learning as a social construct. Their methodology includes mini-libraries of varied resources, discussion forums to apply concepts and build community, and synchronous class sessions for in-depth discussion.
This document discusses building community and collaboration in online learning environments. It notes that online education has evolved from isolating distance learning to allow rich collaboration. The author explains how they are able to provide individualized guidance and responses to students online that would be difficult in a physical classroom setting. It asks how we can support student collaboration and capitalize on the strengths of online learning environments. Several questions are posed about applying concepts from different sources on building learning communities and virtual worlds to real-world contexts. Standards for student learning and the need to address individual student needs are also discussed.
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
The document provides an overview of week 7 of the LTHE module for the PGCAP program at the University of Salford. It outlines that students will participate in small group problem-based learning with a focus on assessment and feedback, identify and analyze issues related to the given problem, and present findings to another team. It then provides guidance on applying the 5-stage Mills model to structure the PBL process, including focusing on the problem, investigating learning issues, sharing findings, and reflecting on learning. Students are asked to work through a sample problem scenario about a lecturer's concerns with student engagement and feedback.
This document discusses the importance of using critical self-reflection to improve study skills. It describes analyzing one's strengths and weaknesses in areas like understanding questions, writing essays, time management, note taking, and organization. The author reflects on how highlighting key words helped improve their note taking skills. Overall, critical self-reflection has allowed the author to identify effective methods to overcome difficulties and refine their skills for learning.
Each fall, the Learning Enhancement Center at MCNY publishes Luminaria, its newsletter. This year's focuses on the MOOC (Massive Open Online Course) phenomenon in higher education. Edited and redesigned by Nathan Schiller, the issue features an interview with MCNY President Vinton Thompson, a firsthand account of taking a MOOC, an investigation into MOOCs' low completion rates, and much more.
This document discusses leading change towards 21st century learning through mentoring and a paradigm shift. It addresses collecting student and teacher data through surveys that found limited experience with collaborative online learning. Three key factors for change are identified as champions/mentors, communities of practice using personal learning networks, and connectivist learning theories. Mentoring and collaborative spaces are discussed as ways to support teachers through this change process.
1. The document discusses strategies for designing and teaching online courses, including maintaining teacher presence through regular communication, using tools to encourage active learning both asynchronously and synchronously, and providing scaffolding and support for students.
2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
3. The teacher's role includes improving social presence, using humor, facilitating reflection, and addressing the gap between what students are asked to do and what they actually end up doing.
UPDATED: Everything old is new again…or is it?Jo Kay
Updated to include audience responses and participation!
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
1. The document is a lesson plan for a class on future tenses and making predictions about the future.
2. The lesson plan includes aims, language focus on future time markers and vocabulary, materials, and procedures for warm-up, presentation, practice and production activities, and closure.
3. The activities include reviewing future tenses, watching a video on predictions for 2050, making predictions in groups, a reading activity with fill-in-the-blank, and a writing task to apply what they've learned.
This document provides an overview of how to foster and manage collaboration in online courses. It discusses four phases of learner engagement: newcomer, cooperator, collaborator, and initiator/partner. For each phase, it provides examples of activities instructors can use, such as icebreakers for newcomers, peer reviews for cooperators, group projects for collaborators, and learner-led discussions for initiators/partners. It emphasizes the importance of clear instructions, examples, and adequate time for planning learner-led activities.
Third Teacher Project Meeting 3 06.08.14mrdeshylton
The Third Teacher Team met to establish their mission statement and values. They created an expression of interest form to support teachers in reimagining learning spaces. The team discussed the process for pilot projects, including roles and documentation. They reviewed their timeline for 2014, which includes identifying pilot projects, prototyping the process, and having projects begin. The team's big question is "How might we create engaging learning spaces with all members of the School community?".
SOLO is a model of learning that helps develop a common understanding of the learning process through five levels of thinking - prestructural, unistructural, multistructural, relational, and extended abstract. The levels represent increasing complexity in a learner's ideas and ability to link them together and think in new ways. Teachers can use SOLO to plan learning outcomes, structure lessons that progress through topics, provide feedback, and put pupils in control of their learning.
Dr. Debra Hoven presented at the ATL-C 2008 conference in Leeds, UK. She discussed her action research study into an online Master's in Distance Education program at Athabasca University in Canada. She identified issues with transitions, technology, and expectations that distance learners face. Through consultation with colleagues and students, she resolved to revise her pedagogical approach to emphasize experiential, collaborative, and ecological constructivist learning. Her goal was to create a more permeable online learning community and model effective technology uses to facilitate changes in student attitudes and beliefs.
Interact is a learning management system introduced at Charles Sturt University in 2008. It provides various tools like forums, chat rooms, wikis and blogs to facilitate learning and interaction between students and lecturers. A survey of 59 students found that most found Interact easy to use and that it enhanced their learning by providing a central place for subject materials. However, the chat room was rarely used with students preferring forums for interaction. Improving lecturer participation and training was suggested to help students better utilize all of Interact's features.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
MOOCs and open practices Teaching and Learning 2016 MG abridgedmichaelgloveresearch
Michael Glover presentation at Teaching and Learning Conference, 30 March, University of Cape Town, 2016. Link to research project: http://roer4d.org/sp10-3-impact-of-oer-in-and-as-moocs-in-south-africa
Examining how program instructors perceive the overseas teacher training for ...KateConference
The instructors viewed the main goals of the program as fostering reflection among the teachers on their current practices and experiences. They aimed to provide alternative perspectives and tools to encourage appropriation without a top-down approach. The roles of the program were seen as activating awareness, reflection, and sharing of practices between teachers from different contexts. The instructors hoped teachers would participate actively and begin applying ideas in their own contexts over time. They also hoped program sponsors would provide ongoing support for teacher learning and development after the short-term program.
The Connections Methodology Explained: Why We Do What We Do
The Connections methodology integrates a personalized and humane approach to education with the objectives of professional quality, celebrating diversity, and catalyzing new experiences to stimulate innovation in education. Their courses are based on evidence from educational research and neuroscience. They use a flipped classroom model, differentiate instruction, focus on visible thinking and writing, and see learning as a social construct. Their methodology includes mini-libraries of varied resources, discussion forums to apply concepts and build community, and synchronous class sessions for in-depth discussion.
This document discusses building community and collaboration in online learning environments. It notes that online education has evolved from isolating distance learning to allow rich collaboration. The author explains how they are able to provide individualized guidance and responses to students online that would be difficult in a physical classroom setting. It asks how we can support student collaboration and capitalize on the strengths of online learning environments. Several questions are posed about applying concepts from different sources on building learning communities and virtual worlds to real-world contexts. Standards for student learning and the need to address individual student needs are also discussed.
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
The document provides an overview of week 7 of the LTHE module for the PGCAP program at the University of Salford. It outlines that students will participate in small group problem-based learning with a focus on assessment and feedback, identify and analyze issues related to the given problem, and present findings to another team. It then provides guidance on applying the 5-stage Mills model to structure the PBL process, including focusing on the problem, investigating learning issues, sharing findings, and reflecting on learning. Students are asked to work through a sample problem scenario about a lecturer's concerns with student engagement and feedback.
This document discusses the importance of using critical self-reflection to improve study skills. It describes analyzing one's strengths and weaknesses in areas like understanding questions, writing essays, time management, note taking, and organization. The author reflects on how highlighting key words helped improve their note taking skills. Overall, critical self-reflection has allowed the author to identify effective methods to overcome difficulties and refine their skills for learning.
Each fall, the Learning Enhancement Center at MCNY publishes Luminaria, its newsletter. This year's focuses on the MOOC (Massive Open Online Course) phenomenon in higher education. Edited and redesigned by Nathan Schiller, the issue features an interview with MCNY President Vinton Thompson, a firsthand account of taking a MOOC, an investigation into MOOCs' low completion rates, and much more.
This document discusses leading change towards 21st century learning through mentoring and a paradigm shift. It addresses collecting student and teacher data through surveys that found limited experience with collaborative online learning. Three key factors for change are identified as champions/mentors, communities of practice using personal learning networks, and connectivist learning theories. Mentoring and collaborative spaces are discussed as ways to support teachers through this change process.
1. The document discusses strategies for designing and teaching online courses, including maintaining teacher presence through regular communication, using tools to encourage active learning both asynchronously and synchronously, and providing scaffolding and support for students.
2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
3. The teacher's role includes improving social presence, using humor, facilitating reflection, and addressing the gap between what students are asked to do and what they actually end up doing.
UPDATED: Everything old is new again…or is it?Jo Kay
Updated to include audience responses and participation!
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
1. The document is a lesson plan for a class on future tenses and making predictions about the future.
2. The lesson plan includes aims, language focus on future time markers and vocabulary, materials, and procedures for warm-up, presentation, practice and production activities, and closure.
3. The activities include reviewing future tenses, watching a video on predictions for 2050, making predictions in groups, a reading activity with fill-in-the-blank, and a writing task to apply what they've learned.
This document provides an overview of how to foster and manage collaboration in online courses. It discusses four phases of learner engagement: newcomer, cooperator, collaborator, and initiator/partner. For each phase, it provides examples of activities instructors can use, such as icebreakers for newcomers, peer reviews for cooperators, group projects for collaborators, and learner-led discussions for initiators/partners. It emphasizes the importance of clear instructions, examples, and adequate time for planning learner-led activities.
Third Teacher Project Meeting 3 06.08.14mrdeshylton
The Third Teacher Team met to establish their mission statement and values. They created an expression of interest form to support teachers in reimagining learning spaces. The team discussed the process for pilot projects, including roles and documentation. They reviewed their timeline for 2014, which includes identifying pilot projects, prototyping the process, and having projects begin. The team's big question is "How might we create engaging learning spaces with all members of the School community?".
SOLO is a model of learning that helps develop a common understanding of the learning process through five levels of thinking - prestructural, unistructural, multistructural, relational, and extended abstract. The levels represent increasing complexity in a learner's ideas and ability to link them together and think in new ways. Teachers can use SOLO to plan learning outcomes, structure lessons that progress through topics, provide feedback, and put pupils in control of their learning.
Similar to Visualising structure and agency in a MOOC using the Footprints of Emergence framework (20)
Wolfgang Kühnelt, Jutta Pauschenwein
Session im DisQSpace am 9. Tag der Lehre: Digital Learning in Zeiten von Corona – Nachhaltiger Entwicklungsschub für die Hochschulen? der FH St. Pölten
Wie kann ich zur Motivation meiner Studierenden beitragen? - UpdateJutta Pauschenwein
Mit engagierten, neugierigen Studierenden können wir als Lehrende gut arbeiten. Doch wenn parallel zur Lehrveranstaltung spannende Projekte laufen, das Thema möglicherweise nicht im Zentrum der Disziplin ist oder die Ablenkungen außerhalb des Studiums die Aufmerksamkeit der Studierenden auf sich ziehen, wird das Unterrichten mühsam. Wie können Lehrende Einfluss auf die Motivation der Studierenden nehmen?
Für den November-Workshop habe ich die Folien überarbeitet, den Teil zu den Generationen Y und Z zusammengekürzt und dafür andere Aspekte (etwa die Rolle der Begeisterung) hinzugefügt - und ich habe meine Bilder des Walds im Stadium verwendet (forforest)
Wie kann ich zur Motivation meiner Studierenden beitragen?Jutta Pauschenwein
Mit engagierten, neugierigen Studierenden können wir als Lehrende gut arbeiten. Doch wenn parallel zur Lehrveranstaltung spannende Projekte laufen, das Thema möglicherweise nicht im Zentrum der Disziplin ist oder die Ablenkungen außerhalb des Studiums die Aufmerksamkeit der Studierenden auf sich ziehen, wird das Unterrichten mühsam. Wie können Lehrende Einfluss auf die Motivation der Studierenden nehmen?
Jutta Pauschenwein gave a presentation about online learning and teaching at the Excellence-in-ReSTI Kick-Off Meeting in Austria. She discussed her background and research interests in areas like visualization, reflection, games, and MOOCs. She advocated for a blended approach combining online and offline learning. Examples of blended models included starting with online discussions before face-to-face workshops and alternating between asynchronous online work and synchronous online meetings. Pauschenwein believes teachers need e-competencies and that learners benefit from open learning spaces that use familiar online tools. She raised questions about dealing with privacy regulations and the importance of factual knowledge.
The Reflective Practitioner – in angewandten Disziplinen unterrichtenJutta Pauschenwein
The document discusses Donald Schön's concept of the reflective practitioner and how professionals can be educated to think reflectively. It summarizes key aspects of Schön's books on the reflective practitioner, including how professionals rely on reflection-in-action when dealing with complex problems in practice. The document also discusses challenges in educating reflective practitioners and emphasizes the importance of hands-on learning, experimentation, and dialogue between coaches and students to develop reflection skills.
E-Moderation ist eine wichtige Voraussetzung für die erfolgreiche Konzeptionierung und Durchführung erfolgreicher Online-Lernphasen. Das didaktische Modell nach Gilly Salmon eröffnet einen Prozess des Informationsaustausches, der Wissenskonstruktion und der Selbstorganisation der Studierenden. Eine wesentliche Aufgabe der Lehrenden liegt im Aufbau der Struktur der Online-Phase anhand von Online-Aufgaben, sogenannten e-tivities.
Jutta Pauschenwein offered several comic workshops in 2017 and 2018 to teach participants how to use comics for explaining concepts. She created comics to illustrate her teacher training activities and online courses. While she enjoyed using comics in her teaching and workshops, she found it difficult to draw comics when feeling stressed or sad.
This document provides an overview of social network analysis (SNA). It defines key SNA concepts like nodes, edges, networks and visualization of networks using graphs. It discusses different types of networks and models for network growth. It also covers centrality measures to determine node importance, methods for identifying communities, and software tools like Netlogo and Gephi for SNA. Examples of visualizing online student interaction networks in Moodle and Google+ using these concepts and tools are also presented.
This document describes the creator's experience taking an online MOOC course on comics and then using comics in their own teaching. It includes links to the creator's comics gallery and information about the MOOC course they took. The creator discusses using comics to visualize concepts for students and build relationships. They provide examples of how they used comics for a course on web competences and for a journal club for PhD students.
Die Frage nach der Zukunft
Die Generationen Y und Z
MOOCs als Beispiel für ein Lernökosystem
Was heißt das für uns Lehrende?
Beruhend auf einem Buchkapitel aus „Hochschule der Zukunft“
AutorInnen Jutta Pauschenwein & Gert Lyon
Ullrich Dittler & Christian Kreidl (Hg)
Springer Verlag
Erscheint im Quartal 1 2018
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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.
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
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Visualising structure and agency in a MOOC using the Footprints of Emergence framework
1. Jenny Mackness. I have been working as an independent researcher for 10 years. The
Footprints of Emergence Framework which Jutta and I used for this research was initially
published in 2012 (in the proceedings of the Networked Learning Conference 2010)
following collaborative research I worked on with Roy Williams, Simon Gumtau and
Regina Karousou in which we explored emergent learning in MOOCs. This research is on
going – hence the collaboration with Jutta.
Jutta Pauschenwein. I am a former physicist and now head of an e-learning centre of a
small Austrian university of applied sciences in Graz. I’m teaching and training learners in
diverse online rooms from Moodle courses to Slack communication to MOOCs. In my
understanding the teacher should support the learners in autonomous and collaborative
learning scenarios. My learning designs are open and I’m looking for tools to evaluate
them.
Jenny and I met in the Change11 MOOC run by Stephen Downes and George Siemens
which was the most challenging learning experience of my whole life. Jenny was already
a blogger and within Change11 I started to blog continually. In August 2012 we met
again as online participants in the BEtreat seminar run by Etienne and Beverly Wenger-
Trayner. Jenny presented the method of the footprints of emergence and I was
immediately fascinated because I thought that with the footprints of emergence I could
understand better what’s happening in my online classes.
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2. The Footprints of Emergence
Jenny: Roy Williams and I had been participants in the first MOOC in 2008 and in doing research
on the MOOC we ultimately realised that in open learning environments it is difficult to capture
the learning experience or evaluate it. Open learning environments such as CCK08 (the first
connectivist MOOC) are distributed and complex. There are no prescribed learning outcomes
and learning is unpredictable and emergent.
We were interested in what it was about open learning environments that might lead to
emergent learning. What are the characteristics of these learning environments?
We drew on our knowledge of connectivism, social constructivism and communities of practice,
our backgrounds as teachers/ educators and our interest in complexity theory, learning
ecologies, and Gibson’s theory of affordances to determine 25 factors that we thought might be
characteristics of open learning environments. This is not a definitive list of characteristics. We
think of them as a palette from which the desired characteristics can be selected or added to.
We then arranged these characteristics into four clusters.
1. Open/Structure. What is the balance between Openness and Structure in the learning
environment?
2. Interactive Environment. How is the learning design implemented?
3. Agency. Do learners develop their own capacity for action, or just compliance with given
roles?
4. Presence/writing. What traces do you make and leave behind you in an online environment?
These clusters of factors can help us to understand the balance between structure and agency in
any learning environment.
We then decided that we wanted learners to be able to visualise the outcome of their reflection
on each of the 25 factors/characteristics.
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3. The Footprints of Emergence Drawing Tool with the 25 factors
Jenny: In the drawing template you can see the four clusters each with a set of
factors/characteristics. Users of the template are asked to reflect deeply on each of the
factors in turn. They are given a sheet explaining the factors to help them do this.
On the template we have a dark blue zone in the middle. We think of this as the
prescribed learning zone. Outside this is a white zone. We called this the sweet
emergent learning zone, where learning is comfortable and emergent. Beyond this there
is a darker blue zone where learning is more challenging – the sharp emergent learning
zone. This can be good for the learner or not, depending on the context. At the edge
there is the dark blue edge of chaos where learners can easily fall out of the course. We
know that MOOCs can be experienced as chaotic.
To draw the footprint users place a point on the continuum of prescribed to chaos for
each factor according to whether their experience was more or less prescribed, more or
less sweetly emergent, more or less sharply emergent or on the edge of chaos. This is
done intuitively without any measurement.
When all the points have been placed on the template, they can be joined to create a
footprint.
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4. Jutta’s design footprint for her cope14/15 MOOC
Jutta: In the cope14 and cope15 MOOCs we were a team of about 10 people from
different disciplines and with different roles in the MOOC. Some of the team had
experiences of MOOCs, others not at all. From a pedagogical point of view I wanted to
integrate connectivist principles of diversity, autonomy, openness,
interactivity/connectivity in our MOOC and I used a footprint to explain the balance
between structure and agency in the cope14/15 MOOCs. The clusters address the
approach of a learning scenario (open/structure), the learning environment, the
potential for development of the learner and the learner’s presence. With the
visualization provided by the design footprint we could cover all aspects of our MOOC
and discuss culture and values and the balance between structure and agency.
As well as drawing a footprint to support the design of the MOOC, we also asked the
learners to draw footprints.
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5. The learners footprints
Jutta: The last week in our MOOC was the week of transfer and reflection. In the
advanced assignment of this week we invited the learners to draw a footprint of
emergence. None of the assignments was obligatory in our MOOC. I included the
footprints of emergence in our MOOC because I expected that the experience of
learning in a MOOC was troublesome and exciting for the learners (as it was for me in
my first MOOC). I wanted to give them the possibility to visualize their learning
experience and make them realize their development during the six weeks.
I was very touched that 49 participants drew footprints (16% of the learners who were
active at least once).
Jenny: In the slide there are only 4 examples. The rest are on our open wiki -
http://footprints-of-emergence.wikispaces.com/home. But even from just these four
footprints it is possible to see similarities between them and with the design footprint.
They are all in the sweet or sharply emergent zone. None of the four learners
experienced the MOOC as prescribed or chaotic to the extent of falling out of the
course. The footprint on the bottom left shows that this learner experienced the course
as sharply emergent/challenging for factors in three of the four clusters. The fact that
two of these leaners drew the footprints idiosyncratically, seems to indicate that they
felt comfortable with the process.
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6. Looking for patterns in the 49 footprints (30 learners allowed us to use the footprints for
research)
Jenny: We realised that in order to see patterns across all the footprints we would need
to adopt a less subjective way of analysing them.
So we retrospectively scored the footprints. We don’t use a scoring system for drawing
the footprints. We find it works better if the they are drawn intuitively – but scoring
retrospectively means we can look for patterns across all the footprints. Each point on
each footprint was scored between 1 (prescribed zone) and 30 (edge of chaos). Jutta
and I did this independently and then compared our scores. There were surprisingly few
disparities, but where there were we resolved them through discussion. The scores
were then entered into a spreadsheet to generate this chart.
Retrospective scoring and analysis of footprints in this case showed that learners’
experience of cope15 was in the emergent learning zones – which was the intention of
the cope 15 design. The learners experienced the MOOC as neither chaotic nor
prescribed, but there were more sharp emergent learning scores than sweet emergent
learning. Overall the footprints aligned with Jutta’s MOOC design intentions.
We recognise that this is a rough outcome and that we need to do further work. The
students self-selected to draw the footprints, so we could expect the confident
successful students to do this. The majority were also the University’s students so might
have been trying to please their tutors. To overcome this the students would need to be
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7. interviewed by an independent interviewer and we plan to do this in future work.
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8. Further reflections from the MOOC learners
Jutta: You should of course speak about the footprints, use them as basis for discussion
and further reflection. In our cope-MOOC this wasn’t planned as time was short.
Therefore we were very happy that some of the learners wrote about drawing the
footprints and what they learned by creating them . I copied some of their remarks into
the next 3 slides.
This person wrote that s/he didn’t understand all the factors which is understandable
because of the complexity of the factors. Nevertheless s/he wrote that drawing the
footprints was helpful for reflection.
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9. Jutta: One of the learners stated that his/her footprint revealed something new for
him/her. I like this comment because it’s what is happening with me all the time. I draw
a footprint, look at it and get new ideas.
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10. Jutta: In the comment of this learner we can see that using the footprints gives the
learners ideas about prescription and chaos in learning.
By focusing on the cope-website and therefore reducing the complexity of the factor
“multipath” this learner influenced his or her learning environment.
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11. The balance between structure and agency
Jenny: Here we have superimposed one learner’s footprint (red line) over Jutta’s design
footprint (black line)
Through doing this the footprints can be compared. We would never expect there to be a
perfect alignment, but through this it is possible to see the extent of any misalignment and
adjust the course design accordingly. The learner can also be interviewed to find out more about
their experience.
From the teacher perspective drawing footprints can help the teacher reflect on the balance
between structure and agency, prescribed and emergent learning.
From the learner perspective drawing footprints can deepen reflection on learning. Drawing
footprints is not a quick reflection and requires deeper engagement than a survey approach that
is often adopted for end of course evaluations. The intention is to elicit tacit knowledge and
understanding and users are often surprised by their footprints. Learners can also draw
footprints as they progress through a course.
The Footprints of Emergence drawing template is a practical tool for:
• Helping designers and teachers to think about what they are trying to achieve and how
they intend to do this
• Helping designers, teachers and learners to deepen their reflection on experience and
to learn something new
• Helping to identify the balance between structure and agency in any given learning
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13. Future Work
Jutta: We have three main projects which will make use of footprints in the future.
1. We aim to conduct a longitudinal study with physiotherapy students which will
include working with the students after each of their placements during their bachelor
study (about 10 placements). We will be interviewing some of the students to get
further insight into their learning processes based on their drawing of the footprints.
2. In about two weeks I will do a footprints workshop with school students. It will be the
second time I will use the footprints with school students. After translating the factors
into German we made an easier to understand version which we use with university and
school students. The last time in school the students chose a very high or very low value
for the factor trust. So the footprints showed us that in this class there was a problem
with trust, which neither the teacher nor the head of school realized before. After the
footprints workshop they decided to give the students extra support in group dynamics.
3. And now we are starting a new project with German partners where we will support
online learning processes with carers of the elderly and we will introduce the footprints
of emergence as a tool for reflection of learning and practice.
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