The document outlines an education strategy that aims to bring together different strengths to enhance students' skills and prepare them to be active global citizens. It discusses using university-provided technologies like virtual learning environments, work-based technologies, and social technologies. It also mentions programme meetings, 1-on-1 conversations, drop-in days, committees, and experimenting with technology to meet teaching and learning goals. The strategy considers how to support the contemporary learner through various formats like audio, visual, written, and interactive materials. It also references creating a learning object repository and cites a learning technology researcher.
By;
Dr. A. Atieno Adala
Manager, Research & Development
African Virtual University (AVU)
She is currently leading the research project: Assessing the impact of adoption of OERs in sub-Saharan Africa: sub-project under Research on Open Educational Resources for Development (ROER4D) and funded by IDRC.
Introduction to scholarly field of Educational Technology / Technology-Mediated Learning In 7-12 Education (include video-based demos); TPACK; Learning technologies: Taxonomies, classification; Basic Iintroduction to associated teaching approaches e.g. instructionist/presentational V constructionist/generative
Collaborative learning is active learning which contributes many outcomes that are beneficial to learners and all other group members in participating and getting responsibility for their own learning
Social Media Masterclass for London WitnessBex Lewis
A full-day course working with London Witness ( http://www.london.anglican.org/articles/london-witness-confidently-communicating-god-in-london/) - seeking to confidently communicate God in London.
By;
Dr. A. Atieno Adala
Manager, Research & Development
African Virtual University (AVU)
She is currently leading the research project: Assessing the impact of adoption of OERs in sub-Saharan Africa: sub-project under Research on Open Educational Resources for Development (ROER4D) and funded by IDRC.
Introduction to scholarly field of Educational Technology / Technology-Mediated Learning In 7-12 Education (include video-based demos); TPACK; Learning technologies: Taxonomies, classification; Basic Iintroduction to associated teaching approaches e.g. instructionist/presentational V constructionist/generative
Collaborative learning is active learning which contributes many outcomes that are beneficial to learners and all other group members in participating and getting responsibility for their own learning
Social Media Masterclass for London WitnessBex Lewis
A full-day course working with London Witness ( http://www.london.anglican.org/articles/london-witness-confidently-communicating-god-in-london/) - seeking to confidently communicate God in London.
#CNMAC14 - Digital Healthcheck with @drbexlBex Lewis
Come and join a discussion around these areas, in a session for #CNMAC14, 1st November 2014. Session description:
Digital health check: The omnipresence of digital can pose challenges. Explore with Dr Bex how to keep your life in balance.
Dr Bex Lewis, CODEC
See more at: http://www.newmediacentreofexcellence.org.uk/cnmac/conference/agenda#sthash.Y6UpJkFe.dpuf
#MediaLit15 (https://www.dur.ac.uk/codec/about/events/medialit/), a session designed to give those in/about to go into ministry some thinking points and practical tips on the digital in ministry.
Children - and a Digital Age, for Reimagine Faith FormationBex Lewis
A presentation prepared for Reimagine Faith Formation (http://reimaginefaith2016.com/), to be presented online on Friday 26th August 2016 (7am UK time!).
Propaganda with a mission (for ASREC Conference)Bex Lewis
Propaganda with a Mission: Learning from the Second World War for the Christian Sector in a Digital Age
In the Second World War, British propaganda posters were circulated using the techniques of persuasion, education, information, celebration, encouragement, morale boosting, and identification of enemies to encourage civilians to understand and undertake their responsibilities in ‘The People’s War’.
In the face of oft-reported declines in church membership, there is urgency for the church to recognize the possibilities of online spaces. The author of a PhD on the above topic developed the BIGBible Project in 2010. The Project blog curates contributions from #DIGIdisciples, questioning what it means to be a Christian in a digital age and in the digital environment. What do digital technologies allow us to do differently, and what can we learn from the past?
The conference paper will draw from the rich collection of over 2,750 #digidisciple posts to demonstrate the potential that the digital has offered the Christian sector, whilst also emphasizing continuity with the past.
http://ww2poster.co.uk/phd-research/phd-the-planning-design-and-reception-of-british-home-front-propaganda-posters-of-the-second-world-war-creative-commons-drbexl/
Friendship in a Digital Age (@drbexl for @MMUBS)Bex Lewis
A presentation put together at short notice for an ESRC funded discussion - see http://drbexl.co.uk/event/are-you-really-my-friend-exploring-digital-relationships/ for details of the event re friendship in a digital age. Drawing on my book 'Raising Children in a Digital Age'
Conference paper developed from this abstract - http://drbexl.co.uk/2015/01/conference-abstract-medialit-engaging-faith-and-media-in-a-digital-age-ecsm15/
A 90 minute (interfaith) session on social media "please leave them fired up to use it" prepared for Coexist, to be held at St George's Centre, Windsor Castle.
This project was developed at Macquarie ICT Innovations Centre (MacICT).
MacICT is located at Macquarie University, Sydney, Australia. It is a collaborative agreement between the NSW Department of Education and Training (DET) and Macquarie University, which provides the opportunity for NSW DET schools access to the use of innovative technologies in teaching and learning.
MacICT’s mission statement:
to develop, implement, and evaluate innovative ways of enhancing learning through the application of dynamic and emerging information and communication technologies.
This projects investigates local ecosystems to identify factors affecting survival of organisms in an ecosystem. Once a shared environemnment is selected, our project teams will work together to collect the relevant data and begin monitoring their ecosystem as a joint collaborative community project
This PowerPoint presentation focuses on promoting the integration of Information and Communication Technology (ICT) in education. It provides a straightforward exploration of the benefits, practical applications, and considerations for incorporating ICT tools in educational settings. The content covers essential aspects such as the need for ICT, its advantages, safety measures, planning, resourcing, and the design of informative learning materials. The goal is to offer a clear and informative overview to encourage understanding and discussion about the effective use of ICT in the field of education.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
Premier Digital: Online Church as Real Community Bex Lewis
Slides prepared for Premier Digital Webinar on 7th October 2020: https://drbexl.co.uk/event/webinar-digital-church-webinar-online-church-as-real-community/
Mini Pecha Kucha: Public Engagement Activity Bex Lewis
A mini-pecha kucha (10 slides that auto-move forward after 20 seconds) prepared for #ERA1819, second of three workshops, summarising what we've been up to since the last workshop.
'Left to their own devices' for #PremDac17Bex Lewis
40 minutes on "What is the impact of children having their own devices, and how do we manage this?" at #PremDac17
See more: https://www.premierdigital.info/conference
IPM placing the christian church in a digital ageBex Lewis
See abstract for this conference paper, to be given 8th September 2017: http://drbexl.co.uk/2017/08/18/edit-conference-abstract-inclusive-placemaking-placing-christian-church-digital-age/
A session with the diocesan youth workers to consider the digital and the questions that that raises for them in their work - giving young people the best choices, aiding their work, and protecting themselves and their charges.
Raising Children in a Digital Age - Cavendish SchoolBex Lewis
Evening event to be held 16th May, at Cavendish School, West Didsbury. http://drbexl.co.uk/event/manchester-raising-children-digital-age-cavendish-school/
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Warwick University: Alliance Technology Enhanced Learning Lead
1. Technology for the Alliance
Education Strategy: How I Will
Approach It
Dr Bex Lewis : @drbexl
http://j.mp/WarwickTEL
2. Alliance Education Strategy
“The primary strategic aim is to bring together
the transformational effects of our combined
strengths in order to enhance the proficiency
and vision of our graduates in becoming active
and connected citizens in a globalised world.”
“The primary strategic aim is to bring together the transformational effects of our combined strengths in order to enhance the proficiency and vision of our graduates in becoming active and connected citizens in a globalised world.”
The Education Strategy comprises core capabilities that are linked within and across the institutions. In this framework, the Education Academies are the main support for shared innovation, learning and development, delivered through new courses and units/ modules, student projects and the Monash Warwick Access Repository. The projects aim to advance the development of shared educational capability and deliver outcomes in student employability. They lay the foundation for further work in developing new modules and courses, and in increasing co-development of learning objects and resources.
There will be an overall programme management lead for the plan.
This post, the Senior Academic Technologist Alliance TEL Lead will shape, lead, manage and support the technology-related aspects of the plan. In addition there will be a half-time post focussed on the masterclass strand. There will also be a full time content officer that will be supervised by the Senior Academic Technologist Alliance TEL Lead.
The strands of the plan are:
Flagship Project: Developing intercultural competence
Flagship Project: Alliance Masterclasses
Shared repository of learning objects pilot
Enhancing the student mobility programme
Collaboration through the Academies
Student Engagement Fund
Technology enablers
Important to have the key aim in focus, so can keep referring back to it…. Student focused, employability, global skills & opportunities
As per Safer Internet Day theme this year ‘Better together’ ..
So, as I outlined in a journal article in 2012, which analysed my Twitter profile as to whether there was an #edtech community of practice there, as someone who’s embedded within digital culture, I would be looking to the networks that I need to establish/can draw on first. Particularly relevant is my experience from Winchester, where started in a 0.2 role (designed to embed Wimba, which wasn’t most helpful in helping meet people afterwards, as it didn’t work ‘out of the box’), and expanded it to 0.5 role by the end … was part of the L&T team – worked closely with QAA, Library, etc. – those student support services are key to engage with.
Based at Warwick, it would be key to get to know the key stakeholders/influencers with regard to tech first, similar via Monash (is there a mirror person there?) potentially via a visit as in my experience (worth noting, spent 18 months travelling/leading travels – guests Australian/2.5 months in Oz – understand culture), digital relationships(e.g. via Skype) are stronger where a face-to-face relationship also exists. Strong community relationships already exist with JISC L&T Experts (where I found out about this role), and in the past been a regular at ALT-C (not been so crucial to my current role) – both great places to catch up on the latest e-learning tech, and get the feelers out to the #edtech community on Twitter…
Map out and become clear on the platforms that are already in use at Warwick (Monash), want to understand the range of technologies – the university provided ones that are key to running a course (is dspace a virtual world?) such as Moodle (familiar with) and Echo 360 (have experimented with), come across Equella at confs, those that are more ‘professional’ and will give students a head-start in the employment market, and the range of social technologies that can used for more than social purposes – including creatively within the classroom…
Was easy to connect with those who were keen & excited to try technology, but after first year started to work out how to reach those who are less keen (JISC T&L sessions – a perennial problem from every university) – as we identified in BODGIT (& SCARPER) – people are sold on the fact that save time/money or improves the student/staff experience – v little else sticks…
Using this diagram as the starting point to know where to start the conversations, and work with pre-existing team for a contact list … and start to make availability known via online and offline means… and identify what these outcomes look like in the ‘real-world’ to complete portal & outliers by Jan 2017 .. .
So, overall, I would looking to listen, feed in & share – understand what is needed, research, develop & implement appropriate solutions, then formulate into a format that can be shared (within Warwick, Monash, and possibly wider HE community)
People align themselves with subject areas more than institutions, so talking to HoDs and getting into programme meetings = key, especially when demonstrating case studies of relevance to that subject (or own experience as an academic), 1-2-1 meetings to collect case studies (like BIGBible project I work on, need to persuade people they have something to tell), but also offered central ‘Drop-In Days’, where computers set up for people to experiment with new technology (more difficult) – requires buy in from the top to give people the time for this (this kind of initiative = key – as with TESTA and FASTECH that was involved with in Winchester) … including any pre-existing communities.
Because I’m embedded in practice myself … having undertaken tech experimentation, so clear understanding of teaching and learning goals… at Winchester I took the Moodle based VLE to L&T TEL from 0 to 170+ active members (small institution), and also was involved in the re-development of an uninspiring module for Media Studies – the basic study skills/theory required – which we redeveloped as a social media assessed module (e.g. using blogs, YouTube, etc.) and at Durham we taught an intensive couse using a range of social media tools to augment the face-to-face experience! One that really worked was the simple capacity in Moodle to set up appointments for students – the small things open people up to the bigger things.
Would look to get experiences from staff and students (persuasion works both ways), and look to record via video, etc. (with BigBible project I’ve been running for 5 years, part of the job was persuading people they had anything to say … Would look to identify case studies/experts/L&T applications of how they’ve been used well to inspire further engagement and take-up… and ‘how-to’ guides, etc.
Within this it’s also important to understand what the contemporary student requires (gave a presentation on this in 2009, most viewed on Slideshare!) - wary of the digital native aspect, but time/location independent resources are key… e.g. I worked on Skillsnet, a resource based platform (we used WordPress in the end, so would need to get to understand platforms used at Warwick) – when students need to know about referencing, etc. at the last minute, was a great resource to point them to (at the beginning of term!)
So would want to establish what people need to know/the goals that were set at the beginning, then produce material that is interesting in audio, video, written, interactive formats (& whatever other formats might come along).
I’ve got a lot of experience in social media, and more recently in looking at ‘young people and digital culture’, so it’s important to have material that has a purpose, that’s interested for pulling in (rather than pushing out – hey, let’s share this), and had done similar with CODEC (current role) – people wanted to come and talk to use because we were producing interesting theory and practice related to church use of digital technology … let people see what’s in it for them.
Re the Learning Object Repository, as said, would need to understand the tech chosen (dSpace?) but been involved in supervising portal development at Durham, including defining inclusion/exclusion, categorisation, metatags, etc. I’ve also used JISC, etc. resources quite extensively although they can be quite complex…
BigBible = structure/restructure, and PhD database… I’d probably want to talk to central units such as librarians re data construction, etc.
So, I’d like to finish this presentation with a slide I picked up from Sarah Knight (JISC) the other week as something that is key – this is not about technology for technology’s sake, but about about identifying the key tools, their applications to improve the student learning experience.