The document discusses virtual learning communities and e-learning. It states that virtual communities provide an environment for people to connect and learn from each other by collaboratively constructing new knowledge. This addresses the problem of information being created faster than experts can convert it into communicable forms of knowledge. The document also discusses how e-learning utilizes computers and networks as additional communication channels and how both synchronous and asynchronous communication tools can be used to support virtual learning.
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
"Developing online learning resources: Big data, social netorks, and cloud computing to support pervasive knowledge" de Muhammad Anshari & Yabit Alas1 & Lim Sei Guan
Published online: 21 May 2015 # Springer Science+Business Media New York 2015
Abstract
Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users’ experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation.
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
"Developing online learning resources: Big data, social netorks, and cloud computing to support pervasive knowledge" de Muhammad Anshari & Yabit Alas1 & Lim Sei Guan
Published online: 21 May 2015 # Springer Science+Business Media New York 2015
Abstract
Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users’ experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
The term "collaborative learning" (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc.
On OERs: Five ideas to guide engagement with the Open Educational Resources ‘...Saide OER Africa
This brief paper was developed in response to the launching of the Cape Town Declaration that set itself up as a manifesto of a ‘movement’, the ‘open education movement’.It describes five ideas that SAIDE regards as important in engaging with the OER 'movement'.
Conceptual Model of Knowledge Management and Social Media to Support Learning...TELKOMNIKA JOURNAL
Nowadays social media has tremendously transformed organizational business process of
institution. Higher Education as a place with the majority generation Y, that advances to use technology
should realize these situations. With this social media platform, institution may facilitate the knowledge
transfer process, then to support collaborative learning from e-learning to social learning. Referring to this
phenomenon, this research will design the integration of concepts of knowledge management and social
media as a framework to identify the significant components and its relationship to support each other. In
this research, we use a systematic literature review from journal and text book to construct this
collaboration model. The outcome of this study is collaboration model of knowledge management and
social media to support learning process in higher education institution.
Business Valuation Principles for EntrepreneursBen Wann
This insightful presentation is designed to equip entrepreneurs with the essential knowledge and tools needed to accurately value their businesses. Understanding business valuation is crucial for making informed decisions, whether you're seeking investment, planning to sell, or simply want to gauge your company's worth.
Digital Transformation and IT Strategy Toolkit and TemplatesAurelien Domont, MBA
This Digital Transformation and IT Strategy Toolkit was created by ex-McKinsey, Deloitte and BCG Management Consultants, after more than 5,000 hours of work. It is considered the world's best & most comprehensive Digital Transformation and IT Strategy Toolkit. It includes all the Frameworks, Best Practices & Templates required to successfully undertake the Digital Transformation of your organization and define a robust IT Strategy.
Editable Toolkit to help you reuse our content: 700 Powerpoint slides | 35 Excel sheets | 84 minutes of Video training
This PowerPoint presentation is only a small preview of our Toolkits. For more details, visit www.domontconsulting.com
3.0 Project 2_ Developing My Brand Identity Kit.pptxtanyjahb
A personal brand exploration presentation summarizes an individual's unique qualities and goals, covering strengths, values, passions, and target audience. It helps individuals understand what makes them stand out, their desired image, and how they aim to achieve it.
Improving profitability for small businessBen Wann
In this comprehensive presentation, we will explore strategies and practical tips for enhancing profitability in small businesses. Tailored to meet the unique challenges faced by small enterprises, this session covers various aspects that directly impact the bottom line. Attendees will learn how to optimize operational efficiency, manage expenses, and increase revenue through innovative marketing and customer engagement techniques.
Enterprise Excellence is Inclusive Excellence.pdfKaiNexus
Enterprise excellence and inclusive excellence are closely linked, and real-world challenges have shown that both are essential to the success of any organization. To achieve enterprise excellence, organizations must focus on improving their operations and processes while creating an inclusive environment that engages everyone. In this interactive session, the facilitator will highlight commonly established business practices and how they limit our ability to engage everyone every day. More importantly, though, participants will likely gain increased awareness of what we can do differently to maximize enterprise excellence through deliberate inclusion.
What is Enterprise Excellence?
Enterprise Excellence is a holistic approach that's aimed at achieving world-class performance across all aspects of the organization.
What might I learn?
A way to engage all in creating Inclusive Excellence. Lessons from the US military and their parallels to the story of Harry Potter. How belt systems and CI teams can destroy inclusive practices. How leadership language invites people to the party. There are three things leaders can do to engage everyone every day: maximizing psychological safety to create environments where folks learn, contribute, and challenge the status quo.
Who might benefit? Anyone and everyone leading folks from the shop floor to top floor.
Dr. William Harvey is a seasoned Operations Leader with extensive experience in chemical processing, manufacturing, and operations management. At Michelman, he currently oversees multiple sites, leading teams in strategic planning and coaching/practicing continuous improvement. William is set to start his eighth year of teaching at the University of Cincinnati where he teaches marketing, finance, and management. William holds various certifications in change management, quality, leadership, operational excellence, team building, and DiSC, among others.
Kseniya Leshchenko: Shared development support service model as the way to ma...Lviv Startup Club
Kseniya Leshchenko: Shared development support service model as the way to make small projects with small budgets profitable for the company (UA)
Kyiv PMDay 2024 Summer
Website – www.pmday.org
Youtube – https://www.youtube.com/startuplviv
FB – https://www.facebook.com/pmdayconference
Cracking the Workplace Discipline Code Main.pptxWorkforce Group
Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
In this deck, you will learn the significance of workplace discipline for organisational success. You’ll also learn
• Four (4) workplace discipline methods you should consider
• The best and most practical approach to implementing workplace discipline.
• Three (3) key tips to maintain a disciplined workplace.
Affordable Stationery Printing Services in Jaipur | Navpack n PrintNavpack & Print
Looking for professional printing services in Jaipur? Navpack n Print offers high-quality and affordable stationery printing for all your business needs. Stand out with custom stationery designs and fast turnaround times. Contact us today for a quote!
Personal Brand Statement:
As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
7. First we shall speak about how and with what tools synchronous communication
implemented in vle
The main tool that used for this type of communication is Videoconferencing
Videoconferencing for educational purposes is an innovative scheme using
at wide range state-of-the-art equipment.
Advantages
• Allows immediate, real‐time interaction.
• Allows all participants to see and hear each other.
• Can display pictures, graphs, maps, small objects etc or play a video tape.
• Can demonstrate a piece of equipment or technique.
• Works particularly well with small groups at each site.
• Camera and monitor control able to be managed locally or remotely.
• With desktop systems you can share computer files and work collaboratively.
• Facilitates student interaction.
Disadvantages
• Specialist equipment needed.
• Needs high level of instructor planning.
• Costly if a large number of sites are involved.
• Restricts room layout, instructor movement and student seating.
• Requires instructor to manage video and audio inputs from several sites.
• Behaviour has to be modified for large multipoint conferences.
There are two significantly different types of videoconferencing. The first is a
point‐to‐point videoconference, where a link is established between two
terminal endpoints.
The second videoconference scenario is a multipoint conference, where a
videoconference is conducted between three or more terminals.
7