The presentation is about the system of e-learning at National Research Tomsk State University which expands possibilities of students in learning programs and for their access to educational resources and provides participation of the university in world educational process. Institute of Distance Education coordinates since 2013 e-learning by main and supplementary educational programs in all the learning forms.
Romania and online learning during the coronavirus outbreakGabriela Grosseck
presentation during the "How to Keep Students Learning during Schools Disruption in COVID-19 Situation" event, organized by the Smart Learning Institute of Beijing Normal University.
Best Practice Benchmarking course by EuneosMart Laanpere
This document summarizes education in Estonia, with a focus on the country's success on PISA exams and its transition towards greater digital learning. It notes that Estonia has consistently ranked high in math, reading, and science on PISA tests. It explores factors that may explain this success, such as school autonomy, qualified teachers, and equal opportunities regardless of socioeconomic status. The document also outlines Estonia's "Digital Turn," with initiatives to equip all students with individual computers and transition towards a new learning paradigm centered around ubiquitous technology. It shares experiences from a project to help schools fully adopt digital tools and innovative pedagogies through a whole-school approach.
ачык билим программаларын кантип студенттердин кызыкчылыгына өзгөртө алабыз. ...Soros Soros
This document discusses how open education programs can benefit higher education learners and promote social inclusion. It recommends understanding all learner needs, including those who are underprivileged. Open education programs should track the progress of underprivileged learners compared to privileged groups and target support to them. Institutions should bring all staff along in the digital learning journey and partner both inside and outside the university to support learners. The author proposes six critical dimensions of open education based on prior research: technology, learning materials, skills, social support, learner purpose, and autonomy. Tracking these dimensions can help adapt open education for social inclusion goals.
Universitas Terbuka Indonesia (UT) is Indonesia's only open university, established in 1984 to expand access to higher education. It uses distance education to serve over 500,000 students, most of whom are working adults and teachers seeking to upgrade their qualifications. UT has developed its online offerings over time, starting with supplemental web materials and moving to a learning management system and mobile apps to better support students' educational needs.
This document summarizes the history of Fontys' use of recorded lectures from 2008-2014. It discusses PhD research that found students who viewed recordings scored higher on tests. However, students only used recordings if they had a specific reason to do so. The document also outlines the development of a Mediasite weblecture service at Fontys to support blended learning and issues around centralizing vs decentralizing video services. It concludes that while technology is less of an issue, pedagogy around using video remains a big challenge, and balancing central vs decentralized control is important.
The Use and Impact of Library E-resources at Al Akhawayn University in MoroccoAziz EL Hassani
This presentation provides an overview of electronic resources made available through Mohammed VI Library at Al Akhawayn University. It also discusses the use and the impact of Library E-resources on the academic performance of library users. Finally, it briefly describes Mohammed VI Library’s Information Literacy initiative which has become a valued and respected support service at Al Akhawayn University.
The presentation is about the system of e-learning at National Research Tomsk State University which expands possibilities of students in learning programs and for their access to educational resources and provides participation of the university in world educational process. Institute of Distance Education coordinates since 2013 e-learning by main and supplementary educational programs in all the learning forms.
Romania and online learning during the coronavirus outbreakGabriela Grosseck
presentation during the "How to Keep Students Learning during Schools Disruption in COVID-19 Situation" event, organized by the Smart Learning Institute of Beijing Normal University.
Best Practice Benchmarking course by EuneosMart Laanpere
This document summarizes education in Estonia, with a focus on the country's success on PISA exams and its transition towards greater digital learning. It notes that Estonia has consistently ranked high in math, reading, and science on PISA tests. It explores factors that may explain this success, such as school autonomy, qualified teachers, and equal opportunities regardless of socioeconomic status. The document also outlines Estonia's "Digital Turn," with initiatives to equip all students with individual computers and transition towards a new learning paradigm centered around ubiquitous technology. It shares experiences from a project to help schools fully adopt digital tools and innovative pedagogies through a whole-school approach.
ачык билим программаларын кантип студенттердин кызыкчылыгына өзгөртө алабыз. ...Soros Soros
This document discusses how open education programs can benefit higher education learners and promote social inclusion. It recommends understanding all learner needs, including those who are underprivileged. Open education programs should track the progress of underprivileged learners compared to privileged groups and target support to them. Institutions should bring all staff along in the digital learning journey and partner both inside and outside the university to support learners. The author proposes six critical dimensions of open education based on prior research: technology, learning materials, skills, social support, learner purpose, and autonomy. Tracking these dimensions can help adapt open education for social inclusion goals.
Universitas Terbuka Indonesia (UT) is Indonesia's only open university, established in 1984 to expand access to higher education. It uses distance education to serve over 500,000 students, most of whom are working adults and teachers seeking to upgrade their qualifications. UT has developed its online offerings over time, starting with supplemental web materials and moving to a learning management system and mobile apps to better support students' educational needs.
This document summarizes the history of Fontys' use of recorded lectures from 2008-2014. It discusses PhD research that found students who viewed recordings scored higher on tests. However, students only used recordings if they had a specific reason to do so. The document also outlines the development of a Mediasite weblecture service at Fontys to support blended learning and issues around centralizing vs decentralizing video services. It concludes that while technology is less of an issue, pedagogy around using video remains a big challenge, and balancing central vs decentralized control is important.
The Use and Impact of Library E-resources at Al Akhawayn University in MoroccoAziz EL Hassani
This presentation provides an overview of electronic resources made available through Mohammed VI Library at Al Akhawayn University. It also discusses the use and the impact of Library E-resources on the academic performance of library users. Finally, it briefly describes Mohammed VI Library’s Information Literacy initiative which has become a valued and respected support service at Al Akhawayn University.
Faculty-Librarian Partnership: A Collaborative Initiative at Al Akhawayn Univ...Aziz EL Hassani
Over the past years, a team of librarians and Center for Academic Development (CAD) faculty members have been involved in a collaborative project aiming at enhancing the CAD students’ information literacy skills. This collaboration has been considered as a strategic priority for the library to promote not only its role as a learning center, but also to forge an effective library and CAD partnership. The following presentation will address the needs of this collaborative partnership and how it contributes to the development of AUI students’ learning achievement. It will highlight challenges surrounding the process of implementation of this project and propose potential strategies for expansion on a campus wide scale.
Keywords: library, literacy information, library faculty collaboration, library instruction, learning, cooperation, workplace information literacy, interdisciplinary
Role of academic libraries in Open, Distance and e-Learning By Lwande Omondi ...unulwbpartnership
Role of academic libraries in Open, Distance and e-Learning
14TH UN/UNIVERSITY LIBRARIANS MEETING/WORKSHOP - 19TH MAY 2011 AT KCA UNIVERSITY
Lwande Omondi Charles
e-Learning, University of nairobi
This document outlines the use of information and communication technologies (ICT) at Miguel Sánchez López School in Torredelcampo, Spain. The objectives include using ICT to create virtual learning environments, train teachers and students, and improve competitiveness. Infrastructure includes servers, firewalls, internet access, and computers/laptops for students and teachers. Platforms like Moodle, Helvia, and Séneca are used for educational and administrative purposes. Students have laptops and computer labs, while teachers have computers, email, and software. Workshops are also held to develop values and key competencies in students from 1st to 4th grade.
This document discusses a proposed blended learning model for schools in Ecuador to address issues with the traditional "teacher-centered" approach. It identifies problems such as learner frustration and lack of interaction/support. The proposed model incorporates both online and classroom learning using tools like WordPress/blogs for quizzes, audio, games and forums. It is based on social constructivism and having learners practice and reinforce content with teacher guidance and collaborative work. Challenges include lack of devices, student preparedness, and time demands on teachers. The model aims to make learning more active, collaborative and supported through both online and in-person environments.
The document discusses a study conducted at the Open University of Catalonia (UOC) to understand how students use their commuting time for mobile learning. Interviews were conducted with UOC students as they commuted. The results showed that students organized their studies around all contexts, including commuting, and used a variety of materials and devices during travel. Two mobile learning scenarios were developed based on these findings: one for short 20-minute commutes and one for longer 45-minute commutes. The scenarios illustrated how students could use mobile internet and e-readers to access course materials and the university campus during their travels.
The document discusses SocialLearn, an open learning hub and social network created by the Open University that puts learners in control of their learning. SocialLearn harnesses the power of the web and social networks to support learners beyond their formal education in a more flexible, lifelong learning model. It provides open and interoperable social tools to help learners build networks, collaborate, and curate learning resources and experiences.
This document discusses the 1X1 digital learning project in Catalan schools and addresses teacher concerns. It explains that the education department requires schools to use electronic textbooks and web-based materials that cover the entire curriculum using digital media like videos and simulations. These electronic books are organized into modules equivalent to textbook chapters and include recommended learning paths and references to supplemental online resources. Schools have freedom to choose electronic textbooks and the department subsidizes licenses for their use at 30 euros per student across all subjects. An example webbook from Richmond is provided that contains full unit contents, extra resources for students and teachers, and interactive activities with a design similar to popular websites to familiarize students and teachers with the format.
This document discusses e-learning generations and the implementation of e-learning at the Language Centre of the University of Pardubice. It describes the six generations of e-learning and how the Centre has implemented Moodle and Mahara for its language courses. Key points include:
- Installing Moodle and Mahara for 21 e-learning language courses in English, German, and Russian at various CEFR levels for bachelor's and master's programs.
- Training language faculty in using Moodle for course creation and quizzes and Mahara for e-portfolios.
- Moodle allows for blended learning and student collaboration while Mahara encourages student autonomy and digital artifacts for lifelong learning.
The document describes a school geography department's website called GEOBYTES that serves as an online portal providing various online resources and tools for students, staff, and the wider community. It includes pages for online courses and communities, email, blogs, GCSE and coursework support, podcasts, interactive games, and department and professional development resources utilizing new technologies like wikis, blogs, forums, and virtual fieldtrips.
The document discusses the Universitat Autònoma de Barcelona Language Service's experience with e-learning over three generations: 1) first generation included online materials for language skills; 2) second generation used intranet and online assistance; 3) third generation saw rise of social web like teacher blogs and wikis. Key aspects of their relationship with e-learning included innovation, teacher training, observing new technologies, and pragmatically adapting to capabilities. They integrate mobile learning and consider how to guide the abundance of online resources through teacher training and disseminating selected tools and materials.
- The document summarizes the EDUPUB Europe 2014 conference held in Oslo, Norway from June 19-20, 2014.
- The conference included workshops on the EDUPUB standard for digital textbooks, discussions on metadata standards for education, and sessions on topics like learning analytics and MOOCs.
- Plans for future EDUPUB workshops were discussed, including a workshop to be held in Tokyo in September 2014 to continue advancing the EDUPUB standard and specifications.
Transformation of Offline to INline Education (FINE)Pierre Gorissen
How do you support students in times of increasing needs for flexible education? And how do you make sure your institution stays relevant to your students? At the Fontys University of Applied Sciences these questions are being addressed as part of the Fontys INline Education (FINE) project. Inline education is the optimal combination of online and offline education. The activities of the project focusses on different levels, such as providing an internal call for tender, the formation of a community, research related to inline education, teacher training, and optimization of the infrastructure.
Higher Education Provision of Accessible Information for Learning: GuidelinesIAU-HEEFA
This document summarizes guidelines for making higher education information and learning materials electronically accessible. It notes that people with disabilities make up 15% of the world's population and are underrepresented in higher education. While technology and e-learning aim to improve accessibility, current e-learning materials are not always accessible. The document outlines draft guidelines created by the IAU and ICT4IAL project to make information and media used for delivering information accessible. It describes testing the guidelines on documents and highlights next steps to finalize the guidelines based on feedback and present them in May 2015.
This document discusses the challenges of virtual mobility (VM) for institutions and practitioners. It outlines that VM is based on using information and communication technologies to obtain international learning experiences without physical travel. While VM provides opportunities for international collaboration and recognition, it also presents complex issues regarding implementation, resources, and differing institutional perspectives. Several European projects are working to address these challenges by facilitating VM processes, building competencies, developing open educational resources, and bringing professionals together to further the concept.
Enhancing faculty librarian collaboration the al akhawayn experience by Azi...Aziz EL Hassani
Enhancing faculty-librarian collaboration: The Al Akhawayn University model.
Library and Faculty collaboration is key to the university’s learning and research process. So how can library teams take the initiative to activate this process? This presentation shows the AUI model.
Today, it is understood that information literacy efforts cannot succeed without serious collaboration between faculty and librarians – yet collaboration can be both an opportunity and a challenge for libraries and university communities. Mohammed VI Library at Al Akhawayn University recognizes the need and importance of this collaboration, and so its librarians have developed a strategy to highlight and provide easy access to all library resources available for AUI faculty members and students, and to promote information literacy skills. This abstract will describe the strategy’s three current initiatives, namely (a) faculty outreach, (b) course guide initiatives, and (c) information literacy instruction sessions.
http://2015.amicalnet.org/schedule/enhancing-faculty-librarian-collaboration
MOOCs offer free online courses that provide educational opportunities to anyone with internet access. They have several advantages like allowing peer learning and widespread access to education. However, MOOCs also have limitations like not providing credits or degrees. Completion rates are typically low, with only around 27% of students who start a course earning a certificate of completion. While MOOCs aim to improve access to education, challenges remain around developing sustainable business models and addressing the need for more student support and guidance at scale. The document discusses various pedagogical models for MOOCs and outlines a timeline for integrating technology in universities to enable blended online and in-person education.
The document summarizes a presentation about the Digital Media Services program at the University of Texas at Austin. The program aimed to advance media literacy among students and faculty by providing resources and training. However, the reality fell short of the visionary dream. Lessons learned included that students rely on PCs, forget skills quickly, and procrastinate. The program also became a critical course component and projects need to be carefully scaled and monitored. Moving forward, the program will track usage, provide more online training, and conduct ongoing assessment.
Introducing Open Classroom 2.0 to Teachers through Immersive LearningKairit
This document summarizes an immersive learning project called e-Jump 2.0 that was coordinated by the Estonian Information Technology Foundation. The project involved developing online courses to promote e-Learning 2.0 and raise teacher competence in using Web 2.0 tools. Over 120 teachers from Europe and Asia participated in courses on new e-learning technologies, new assessment methods, and designing e-learning projects. Participants provided positive feedback on learning resources and acquiring practical skills for using Web 2.0 in teaching. The project implications highlighted scaffolding learning and fostering social presence.
This document summarizes a virtual mobility exchange program on "Open Educational Resources" organized by researchers from Lithuania, Italy, and Spain. The exchange involved 18 participants from 6 European countries taking a 3 ECTS course on open educational resources. Key success factors included strong leadership and coordination, motivated participants, thorough preparation and planning, and an attractive topic. Recommendations for future virtual mobility programs include clarifying roles, preparing technical aspects, providing information to learners, and ensuring engagement through group activities.
Faculty-Librarian Partnership: A Collaborative Initiative at Al Akhawayn Univ...Aziz EL Hassani
Over the past years, a team of librarians and Center for Academic Development (CAD) faculty members have been involved in a collaborative project aiming at enhancing the CAD students’ information literacy skills. This collaboration has been considered as a strategic priority for the library to promote not only its role as a learning center, but also to forge an effective library and CAD partnership. The following presentation will address the needs of this collaborative partnership and how it contributes to the development of AUI students’ learning achievement. It will highlight challenges surrounding the process of implementation of this project and propose potential strategies for expansion on a campus wide scale.
Keywords: library, literacy information, library faculty collaboration, library instruction, learning, cooperation, workplace information literacy, interdisciplinary
Role of academic libraries in Open, Distance and e-Learning By Lwande Omondi ...unulwbpartnership
Role of academic libraries in Open, Distance and e-Learning
14TH UN/UNIVERSITY LIBRARIANS MEETING/WORKSHOP - 19TH MAY 2011 AT KCA UNIVERSITY
Lwande Omondi Charles
e-Learning, University of nairobi
This document outlines the use of information and communication technologies (ICT) at Miguel Sánchez López School in Torredelcampo, Spain. The objectives include using ICT to create virtual learning environments, train teachers and students, and improve competitiveness. Infrastructure includes servers, firewalls, internet access, and computers/laptops for students and teachers. Platforms like Moodle, Helvia, and Séneca are used for educational and administrative purposes. Students have laptops and computer labs, while teachers have computers, email, and software. Workshops are also held to develop values and key competencies in students from 1st to 4th grade.
This document discusses a proposed blended learning model for schools in Ecuador to address issues with the traditional "teacher-centered" approach. It identifies problems such as learner frustration and lack of interaction/support. The proposed model incorporates both online and classroom learning using tools like WordPress/blogs for quizzes, audio, games and forums. It is based on social constructivism and having learners practice and reinforce content with teacher guidance and collaborative work. Challenges include lack of devices, student preparedness, and time demands on teachers. The model aims to make learning more active, collaborative and supported through both online and in-person environments.
The document discusses a study conducted at the Open University of Catalonia (UOC) to understand how students use their commuting time for mobile learning. Interviews were conducted with UOC students as they commuted. The results showed that students organized their studies around all contexts, including commuting, and used a variety of materials and devices during travel. Two mobile learning scenarios were developed based on these findings: one for short 20-minute commutes and one for longer 45-minute commutes. The scenarios illustrated how students could use mobile internet and e-readers to access course materials and the university campus during their travels.
The document discusses SocialLearn, an open learning hub and social network created by the Open University that puts learners in control of their learning. SocialLearn harnesses the power of the web and social networks to support learners beyond their formal education in a more flexible, lifelong learning model. It provides open and interoperable social tools to help learners build networks, collaborate, and curate learning resources and experiences.
This document discusses the 1X1 digital learning project in Catalan schools and addresses teacher concerns. It explains that the education department requires schools to use electronic textbooks and web-based materials that cover the entire curriculum using digital media like videos and simulations. These electronic books are organized into modules equivalent to textbook chapters and include recommended learning paths and references to supplemental online resources. Schools have freedom to choose electronic textbooks and the department subsidizes licenses for their use at 30 euros per student across all subjects. An example webbook from Richmond is provided that contains full unit contents, extra resources for students and teachers, and interactive activities with a design similar to popular websites to familiarize students and teachers with the format.
This document discusses e-learning generations and the implementation of e-learning at the Language Centre of the University of Pardubice. It describes the six generations of e-learning and how the Centre has implemented Moodle and Mahara for its language courses. Key points include:
- Installing Moodle and Mahara for 21 e-learning language courses in English, German, and Russian at various CEFR levels for bachelor's and master's programs.
- Training language faculty in using Moodle for course creation and quizzes and Mahara for e-portfolios.
- Moodle allows for blended learning and student collaboration while Mahara encourages student autonomy and digital artifacts for lifelong learning.
The document describes a school geography department's website called GEOBYTES that serves as an online portal providing various online resources and tools for students, staff, and the wider community. It includes pages for online courses and communities, email, blogs, GCSE and coursework support, podcasts, interactive games, and department and professional development resources utilizing new technologies like wikis, blogs, forums, and virtual fieldtrips.
The document discusses the Universitat Autònoma de Barcelona Language Service's experience with e-learning over three generations: 1) first generation included online materials for language skills; 2) second generation used intranet and online assistance; 3) third generation saw rise of social web like teacher blogs and wikis. Key aspects of their relationship with e-learning included innovation, teacher training, observing new technologies, and pragmatically adapting to capabilities. They integrate mobile learning and consider how to guide the abundance of online resources through teacher training and disseminating selected tools and materials.
- The document summarizes the EDUPUB Europe 2014 conference held in Oslo, Norway from June 19-20, 2014.
- The conference included workshops on the EDUPUB standard for digital textbooks, discussions on metadata standards for education, and sessions on topics like learning analytics and MOOCs.
- Plans for future EDUPUB workshops were discussed, including a workshop to be held in Tokyo in September 2014 to continue advancing the EDUPUB standard and specifications.
Transformation of Offline to INline Education (FINE)Pierre Gorissen
How do you support students in times of increasing needs for flexible education? And how do you make sure your institution stays relevant to your students? At the Fontys University of Applied Sciences these questions are being addressed as part of the Fontys INline Education (FINE) project. Inline education is the optimal combination of online and offline education. The activities of the project focusses on different levels, such as providing an internal call for tender, the formation of a community, research related to inline education, teacher training, and optimization of the infrastructure.
Higher Education Provision of Accessible Information for Learning: GuidelinesIAU-HEEFA
This document summarizes guidelines for making higher education information and learning materials electronically accessible. It notes that people with disabilities make up 15% of the world's population and are underrepresented in higher education. While technology and e-learning aim to improve accessibility, current e-learning materials are not always accessible. The document outlines draft guidelines created by the IAU and ICT4IAL project to make information and media used for delivering information accessible. It describes testing the guidelines on documents and highlights next steps to finalize the guidelines based on feedback and present them in May 2015.
This document discusses the challenges of virtual mobility (VM) for institutions and practitioners. It outlines that VM is based on using information and communication technologies to obtain international learning experiences without physical travel. While VM provides opportunities for international collaboration and recognition, it also presents complex issues regarding implementation, resources, and differing institutional perspectives. Several European projects are working to address these challenges by facilitating VM processes, building competencies, developing open educational resources, and bringing professionals together to further the concept.
Enhancing faculty librarian collaboration the al akhawayn experience by Azi...Aziz EL Hassani
Enhancing faculty-librarian collaboration: The Al Akhawayn University model.
Library and Faculty collaboration is key to the university’s learning and research process. So how can library teams take the initiative to activate this process? This presentation shows the AUI model.
Today, it is understood that information literacy efforts cannot succeed without serious collaboration between faculty and librarians – yet collaboration can be both an opportunity and a challenge for libraries and university communities. Mohammed VI Library at Al Akhawayn University recognizes the need and importance of this collaboration, and so its librarians have developed a strategy to highlight and provide easy access to all library resources available for AUI faculty members and students, and to promote information literacy skills. This abstract will describe the strategy’s three current initiatives, namely (a) faculty outreach, (b) course guide initiatives, and (c) information literacy instruction sessions.
http://2015.amicalnet.org/schedule/enhancing-faculty-librarian-collaboration
MOOCs offer free online courses that provide educational opportunities to anyone with internet access. They have several advantages like allowing peer learning and widespread access to education. However, MOOCs also have limitations like not providing credits or degrees. Completion rates are typically low, with only around 27% of students who start a course earning a certificate of completion. While MOOCs aim to improve access to education, challenges remain around developing sustainable business models and addressing the need for more student support and guidance at scale. The document discusses various pedagogical models for MOOCs and outlines a timeline for integrating technology in universities to enable blended online and in-person education.
The document summarizes a presentation about the Digital Media Services program at the University of Texas at Austin. The program aimed to advance media literacy among students and faculty by providing resources and training. However, the reality fell short of the visionary dream. Lessons learned included that students rely on PCs, forget skills quickly, and procrastinate. The program also became a critical course component and projects need to be carefully scaled and monitored. Moving forward, the program will track usage, provide more online training, and conduct ongoing assessment.
Introducing Open Classroom 2.0 to Teachers through Immersive LearningKairit
This document summarizes an immersive learning project called e-Jump 2.0 that was coordinated by the Estonian Information Technology Foundation. The project involved developing online courses to promote e-Learning 2.0 and raise teacher competence in using Web 2.0 tools. Over 120 teachers from Europe and Asia participated in courses on new e-learning technologies, new assessment methods, and designing e-learning projects. Participants provided positive feedback on learning resources and acquiring practical skills for using Web 2.0 in teaching. The project implications highlighted scaffolding learning and fostering social presence.
This document summarizes a virtual mobility exchange program on "Open Educational Resources" organized by researchers from Lithuania, Italy, and Spain. The exchange involved 18 participants from 6 European countries taking a 3 ECTS course on open educational resources. Key success factors included strong leadership and coordination, motivated participants, thorough preparation and planning, and an attractive topic. Recommendations for future virtual mobility programs include clarifying roles, preparing technical aspects, providing information to learners, and ensuring engagement through group activities.
The document discusses eTwinning, a program that promotes school cooperation and teacher professional development across Europe. It has over 130,000 participating schools and 280,000 registered teachers. The document examines how eTwinning can help address current issues in education like declining teacher skills and the lack of technology use in schools. It also explores how eTwinning serves as a laboratory of innovation by nurturing new teaching practices and how its approach could help mainstream innovation in education systems across Europe.
The document discusses the potential of e-education and ICT in transforming teaching and learning in Nepal. It outlines how ICT has changed the learning process and expanded access to educational resources. The introduction of ICT in Nepalese schools could create new opportunities for learners and teachers. However, there are also big questions about how schools and the education system can accommodate the changes brought by e-education, such as measuring attendance in online learning, supporting e-teachers, and determining student numbers across multiple institutions. Stakeholders must work to address these challenges and realize the promises of e-education.
This document discusses virtual mobility in higher education. It begins by defining virtual mobility as technology-supported international collaborative experiences in teaching and learning that provide similar benefits to physical mobility without requiring travel. The document then discusses how virtual mobility can impact higher education institutions, teachers, and students in a positive way by enhancing curriculum, developing job skills, and facilitating international collaboration and exchange of ideas. It provides examples of virtual mobility projects and modules between European universities that aim to open access to education across borders through online learning opportunities.
The Educamp model: experience and use in professional development of teachers...Sólveig Jakobsdóttir
Presentation at NERA, March 6 2017. Sólveig Jakobsdóttir, Bjarndís Fjóla Jónsdóttir, Þorbjörg Guðmundsdóttir, Svava Pétursdóttir. University of Iceland
The document discusses peer education in the Italian school system from the perspective of ANSAS, Italy's national research institute for education. It provides an overview of ANSAS and its role in teacher training, managing educational platforms, and documenting best practices. The document also describes two main settings for peer education in schools: classroom activities and teacher training activities. In classroom activities, students take on peer tutoring and teaching roles, while in teacher training, educators participate in online cooperative learning and peer education through ANSAS' e-learning environments.
The document discusses promoting collaboration between schools through eLearning. It describes the Virtual Learning Network (VLN) which allows students and teachers to connect 24/7, sharing courses and activities. VLN has grown from 12 schools in 2002 to over 250 schools currently, with over 1500 student enrollments. VLN Primary launched in 2011 with 16 schools offering languages, astronomy, and other classes to 75 students. The purpose of VLN Primary is to coordinate existing programs, involve new schools, and provide professional development for teachers in eLearning pedagogies. Participation is based on reciprocity, with schools both accessing and contributing learning opportunities through collaboration brokered by VLN.
The document provides an overview of the functionality of the Ultranet Release 1 for students and teachers in Victorian government schools. The Ultranet is an electronic learning environment that allows students, teachers and parents to connect and collaborate online. It will provide access to digital resources, online learning activities, and tools for students to track their learning progress and set learning goals. Key functionality for teachers includes designing learning activities and collaborating with other teachers, while students can participate in online activities and track their learning through a portfolio.
The document provides an overview of the functionality of the Ultranet Release 1 for students and teachers in Victorian government schools. The Ultranet is an online learning environment that allows students and teachers to collaborate, access digital resources, and share information. Key features included in Release 1 are online portfolios, blogs, wikis, and access to digital learning resources. Release 2 will expand access and functionality to include personalized learning activities, student progress tracking, and a home page for parents to view information about their children.
This document summarizes the future classroom experiences from Stockholm University. It discusses Sweden's school system and use of ICT in schools. It then describes the classroom of the future at Stockholm University, which aims to be an experimental environment for exchanging experiences and exploring pedagogical issues. The classroom of the future provides students and faculty with a flexible interface between technical and pedagogical uses of ICT. It is open to various groups for workshops on digital portfolios, digital storytelling, and other technologies.
Using Portable Moodle and eReaders to Enhance Learning at a Distance for Inca...Helen Farley
Incarcerated offenders face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings.
This paper outlines a project underway at the University of Southern Queensland and the Southern Queensland Correctional Centre in Gatton that is aimed at addressing this challenge. A standalone version of Moodle is being developed that will run on a server and an isolated network of computers within the education centre of the prison. Satellite Moodle will run independently of the internet and will not be able to connect to any computers or networks outside the education centre. The features of Moodle will be modified to allow students to access their coursework and engage in forum discussions. Library resources and course readings will be provided on eReaders, without internet connectivity.
It is expected that the project will result in numerous benefits, among them: students will be participating in learning experiences more closely related to those experienced by students outside of the prison system; they will be learning relevant IT skills, e-literacy and e-research skills; USQ will be fulfilling its obligation in relation to equity of access; and will be addressing the Federal Government’s agenda of increasing participation by socially and economically disadvantaged groups in higher education. Satellite Moodle will also enable USQ to provide internet independent versions of courses to students in other areas that do not have access to the internet.
Moodlemoot 2012 Theme: •Slip, Slop, Slap - Breaking Barriers The project supports at risk students in the form of incarcerated students who are often from Indigenous or low socio-economic backgrounds.
IATEFL Manchester 2015 Presentation: Digital CornerLiliana Simón
Prof. Liliana Simón presents information on the Digital Corner project in Argentina. The Digital Corner provides online resources to accompany English language textbooks used in primary and secondary schools. It features activities to develop reading, writing, speaking, and listening skills that incorporate technology. The resources are designed to be used both online and offline to be accessible regardless of connectivity. The Digital Corner aims to promote intercultural understanding and collaborative work through tasks involving digital tools like creating comic strips and word clouds. It supports an approach called translanguaging, which integrates multiple languages in the classroom.
Online Education As Ecommerce
Presented By Shubham Tikkiwal & Nikhil Pareek (IIT Roorkee)
The document discusses problems with the current state of education in India and proposes online education as a solution. It outlines issues like a lack of college and faculty reviews, limited access to study materials, and no platform for direct interaction between educational institutions and students. The document then describes various models of online education including distance learning, blended learning, e-learning and m-learning. It argues that online education can increase access to expertise, provide more up-to-date content at lower cost, and better prepare students for 21st century business.
Nettilukio offers a comprehensive Finnish upper secondary school study programme online, using a learning platform, virtual classroom technology, wikis and blogs, which is aimed at adults aged 17-75...
The document discusses ICT integration in education in Castilla-La Mancha, Spain according to the Standing Law of Education from 2006. It outlines key competencies including processing information and using ICT. It then describes the School 2.0 project from 2009-2010 that aimed to provide every student and teacher with a laptop and make classrooms digital. The project's goals were to transform classrooms with ICT resources, ensure internet connectivity, develop teacher training, and provide access to digital educational materials. It achieved widespread computer and internet access both in schools and homes across Castilla-La Mancha.
Our mission in the Inspiring Science Education team is to provide digital resources and opportunities for teachers to help them make science education more attractive and relevant to students’ lives. Through the Inspiring Science Education website and the activities organised by the partners, teachers can help students make their own scientific discoveries, witness and understand natural and scientific phenomena and access the latest, interactive tools and digital resources from within their classrooms.
Read more: http://www.inspiringscience.eu/
The document discusses challenges in adapting education to new technologies and student expectations. It notes a divide between older "old school" teaching methods and the digital skills of "new school" students. It advocates using familiar technologies like Moodle and mobile phones to create flexible learning. Feedback was extremely positive on a course that incorporated online lectures, blogs, and media education at different levels through a socio-cultural approach.
The document summarizes the use of the Sakai collaborative learning platform at the University Fernando Pessoa (UFPUV) in Portugal. It discusses how UFPUV uses Sakai to support higher education and provide electronic mediation for education community interaction. It has supported blended and distance learning, with around 50% of students and staff currently using the platform. UFPUV aims to further develop virtual university services and a business approach moving forward.
presentation on the activities of the course "There's an App for that", held in Dublin at the Europass Teacher Academy, 16-21 July 2018, funded by the Erasmus+ KA1 project "School in Action".
The document summarizes the itinerary for a YELL team visit to Perugia, Italy from February 11-15, 2019. Over the five days, the team participated in school presentations and open classes on entrepreneurship, visited local businesses and sites like a co-working space and the city of Assisi, and attended workshops led by students on running mini-companies. They also observed mini-company meetings and participated in a job fair event. The final day was spent evaluating the Italy exchange and preparing for the next exchange in Norway.
Beyond the borders, an eTwinning project on inclusionpatriziaroma60
75 students from 4 countries discussed issues of diversity, similarity, identity and fostering inclusion. They participated in online forums, exchanged views and worked collaboratively in national and international groups. The project aimed to help students understand obstacles to acceptance, develop strategies to overcome prejudice, and appreciate diversity. Core activities prompted reflection on inclusion and had students from different cultures collaborate and share ideas. Students developed communication, collaboration, critical thinking and creativity skills, and became more open-minded toward other cultures.
Webquest "Origini di Roma" by S. Mazzoni and P. Romapatriziaroma60
1. The document outlines a webquest that assigns students to teams to create a virtual tour of Rome using Google Earth, a brochure about a Roman monument or museum, and a comic strip giving directions between two locations.
2. The virtual tour must include descriptions of 5 important places and the path between them. The brochure must include information about a site and the comic strip should show a dialogue giving directions.
3. Students will present their work to the class and be evaluated on their explanations and use of English or Italian. The goal is for tourists to learn about the history, myths and legends related to Rome's founding.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Comenius in service training Ipswich UK 17-29 June 2012patriziaroma60
This document provides an overview and agenda for a training event on using new technologies for teaching English. It includes discussions on the English education system, the role of new technologies in language teaching, and workshops demonstrating various digital tools and hands-on activities. Workshop sessions will cover using technology for vocabulary development, task-based learning approaches, games, timelines, concept maps, podcasts, and more. Site visits to local schools are also included to observe technology integration in the classroom. The goal is to equip teachers with innovative and engaging ways to teach English using new educational technologies.
This document provides instructions for making cookies with whipped cream for 8 people. It involves layering soaked cookies and whipped cream on a tray, with two alternating layers of each ingredient. The tray is then left in the fridge for two hours before serving the dessert.
Mattia is a 14-year-old student from Ponte Pattoli, Perugia, Italy who attends I.T.I.S. A. Volta school. He enjoys spending his free time online, going to the cinema, playing video games, and his favorite sport is volleyball.
Perugia is the capital city of the Umbria region in Italy, with a population of around 169,000 people. It has a rich history dating back to its founding by the Etruscans in the 4th century BC. Today, Perugia is known for its cultural attractions like the Fontana Maggiore and the Rocca Paolina fortress, as well as being an economic center and popular destination for tourists and students, including those attending its two universities.
The presentation was made by Federico Bagiacchi and Valentino Capitani. It does not provide any other details about the presenters or the content of their presentation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. Structure surface:
14.000 mq
Classes 77
Laboratories 26
Gym
Bar / canteen
Library
Planetary
Music Room
www.avolta.pg.it
Volt@ Smart School
Premises
4. Volt@ Smart School
1,600 students
aged 14 - 19
People
235 teachers 40 administration
and auxiliary staff
5. Mechanics, Mechatronics and Energy
Electronics and Electrical Studies
Information and Communication Technology
Chemistry, Materials and Biotechnology
Graphics and Communication
Volt@ Smart School
Courses
6. The idea for innovation
from to
http://www.itespresso.it
smart city volt@smartschool
14. CLASSROOMS FOR DISCIPLINARY DEPARTMENT
Department of
Communication
Department of
Mathematics and
Physics
Department of
Chemistry
and Biology
27
Laboratories
Department
of
Technology
Departments are organized by similar topics (Italian-History-Law ..), environments
are equipped with appropriate technology, department classes for teachers to
share and compare experiences (cooperative learning among teachers)
15. ARREDI
The school aims at creating an intellectual and social environment
respectful of diversity, creativity and sustainability
Methodology
16. STUDENTS AT HOME CAN……
watch video lessons or consult
resources complete learning exercises
look at
teaching
materials
attend online courses
17. Two platforms to deposit the materials produced by
teachers and students or information found on the web
Piattaforma Moodle personalizzata Classe Viva
19. Through the school website
and electronic register:
- look at the general timetable
- check events and
communications
- control absences, delays,
early exits
On line services for students
Each student has a badge of
service to register at the
school entrance
Administrative organization
20. On line services for families
- Plan a meeting with teachers
- See ‘real time’ assessment reports
on students
- Read information about activities
in the classroom
- Look at events
- See certificates
- Check delays, absences, disciplinary notes
21. On line services for teachers
Manage parents meetings
Look at events and
communications
Access the electronic
register
Read and post on school
blog and didactics
platform
Download official
documents and forms
22. 59 projects
completed
13 active
projects
31 teachers
registered
6 school
partnerships
4 language
assistants
11 individual
pupils mobilities
5 teachers in
service training
10 KA2 school
partnerships
1 KA1 staff
training
2 teachers job
shadowing
regular
exchanges with 4
partner schools
…and works in
progress….
Our goal is to form European citizens who understand and respect
other cultures and who have the ability to keep up to date and deal
with the continuous technological changes of our modern world
Developing the international dimension
Volt@ smart promotes: knowledge, skills, abilities Volt@ smart promotes sustainable development; Volt@ smart promotes its mission Volt@ smart offers a smart creative environment and fosters innovation; Volt@ smart has a strategic vision of the future.