Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
MOOCs for universities and learners: an analysis of motivating factorsSu White
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
MOOCSs for Universities and Learners An analysis of motivating factorsSu White
a presentation summarising recent research at the University of Southampton in the Centre for innovation in technologies and education. Content analysis and online survey looking at motivation factors - research ongoing in the group
Open Data and Higher Education: future gains and current practiceSu White
The arguments which promote the use and potential of open data in education can trace their roots back to scholarly communication communities.
The close symbiosis between the Web as we know it and the values and working practices of scholars in higher educational institutions has been acknowledged.
The work of HEIs is complex and extends well beyond research and education. Education is a costly and increasingly competitive business. Costs are associated not only with research and education but with a vast array of back office administrative functions and demands to publish performance indicators to the public domain.
This presentation will argue that HEIs are in a powerful position to couple the insights which accrue thanks to their roles as creators and early adopters of open data. Open data practices afford gains which complement the exchange of new knowledge, and the sharing of knowledge and information for public good - especially if it has been funded by the public purse.
Internally, insightful use of private open data had the potential to streamline administrative and educational processes. Evolving understandings of the potential and power of data driven approaches may enable institutions to gain economic and reputational advantage potentially driving down internal costs, streamlining aspects of the research process, making positive contributions to teaching and the support of teaching and learning, along with enhancing services which promote educational choice and student recruitment."
Making it rich and personal: meeting institutional challenges from next gener...Su White
The understanding that personal learning environments provide a more realistic and workable perspective of learners’ interactions with and use of technology has gained widespread acceptance across many of the communities interested in learning and teaching technologies within higher education.
However in universities the service which normally purchases and deploys technology infrastructure is typically, and understandable, risk-averse, the more so, because the consequences of expensive decisions about infrastructure will stay with the organisations for many years. Furthermore across the broader academic community the awareness of and familiarity with technologies in support of learning may be varied. In this context work to innovate the learning environment will require considerable team effort and collective commitment.
This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century. The challenges encountered were consequential of our working definition of a learning environment which went beyond simple implementation – in our experience the requirements became summarised as ‘its more than a system, it’s a mindset’. As well as deploying technology ‘fit for purpose’ we were seeking to create an environment which could play an integral and catalytic part in the university’s role of enabling transformative education.
Our ambitions and aspirations derive from evidence in the literature, for example, van Harmelen on personal learning environments (2006), Downes on e-learning 2.0 (2005) and the recent report by Bradwell for Demos on the Edgeless University (2009).
We have also drawn on evidence of our recent and current performance; gauged by institutional benchmarking and an extensive student survey. The paper will present and analyse this qualitative and quantitative data. We will provide an account and analysis of our progress to achieve change, the methods we used, problems encountered and the decisions we made on the way.
Dr Su White is based in the Learning Societies Lab, in Electronics and Computer Science at the University of Southampton. Su’s research interests include the impact of emerging technologies on Higher Education. Su is a part of the curriculum innovation project Southampton Learning Environment team and a member of the university’s TEL-SIG.
Ready for Web 3.0: How will Linked Data benefit Higher Education?Su White
How will Linked Data benefit Higher Education?
The potential impact of widespread use of linked-data in Higher Education is immense. Everyday understandings of the power derived by placing raw data in the public domain is growing. It promises to transform education, interconnecting administrative data, enriching and embellishing teaching resources while providing tools and resources for learners and researchers alike.
Dr Su White is based in the Learning Societies Lab, in Electronics and Computer Science at the University of Southampton. A member of the JISC Infrastructure and Resources Committee and co- author of Semantic Technologies for Learning and Teaching, Su’s research interests include the impact of emerging technologies on Higher Education.
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
MOOCs for universities and learners: an analysis of motivating factorsSu White
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
MOOCSs for Universities and Learners An analysis of motivating factorsSu White
a presentation summarising recent research at the University of Southampton in the Centre for innovation in technologies and education. Content analysis and online survey looking at motivation factors - research ongoing in the group
Open Data and Higher Education: future gains and current practiceSu White
The arguments which promote the use and potential of open data in education can trace their roots back to scholarly communication communities.
The close symbiosis between the Web as we know it and the values and working practices of scholars in higher educational institutions has been acknowledged.
The work of HEIs is complex and extends well beyond research and education. Education is a costly and increasingly competitive business. Costs are associated not only with research and education but with a vast array of back office administrative functions and demands to publish performance indicators to the public domain.
This presentation will argue that HEIs are in a powerful position to couple the insights which accrue thanks to their roles as creators and early adopters of open data. Open data practices afford gains which complement the exchange of new knowledge, and the sharing of knowledge and information for public good - especially if it has been funded by the public purse.
Internally, insightful use of private open data had the potential to streamline administrative and educational processes. Evolving understandings of the potential and power of data driven approaches may enable institutions to gain economic and reputational advantage potentially driving down internal costs, streamlining aspects of the research process, making positive contributions to teaching and the support of teaching and learning, along with enhancing services which promote educational choice and student recruitment."
Making it rich and personal: meeting institutional challenges from next gener...Su White
The understanding that personal learning environments provide a more realistic and workable perspective of learners’ interactions with and use of technology has gained widespread acceptance across many of the communities interested in learning and teaching technologies within higher education.
However in universities the service which normally purchases and deploys technology infrastructure is typically, and understandable, risk-averse, the more so, because the consequences of expensive decisions about infrastructure will stay with the organisations for many years. Furthermore across the broader academic community the awareness of and familiarity with technologies in support of learning may be varied. In this context work to innovate the learning environment will require considerable team effort and collective commitment.
This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century. The challenges encountered were consequential of our working definition of a learning environment which went beyond simple implementation – in our experience the requirements became summarised as ‘its more than a system, it’s a mindset’. As well as deploying technology ‘fit for purpose’ we were seeking to create an environment which could play an integral and catalytic part in the university’s role of enabling transformative education.
Our ambitions and aspirations derive from evidence in the literature, for example, van Harmelen on personal learning environments (2006), Downes on e-learning 2.0 (2005) and the recent report by Bradwell for Demos on the Edgeless University (2009).
We have also drawn on evidence of our recent and current performance; gauged by institutional benchmarking and an extensive student survey. The paper will present and analyse this qualitative and quantitative data. We will provide an account and analysis of our progress to achieve change, the methods we used, problems encountered and the decisions we made on the way.
Dr Su White is based in the Learning Societies Lab, in Electronics and Computer Science at the University of Southampton. Su’s research interests include the impact of emerging technologies on Higher Education. Su is a part of the curriculum innovation project Southampton Learning Environment team and a member of the university’s TEL-SIG.
Ready for Web 3.0: How will Linked Data benefit Higher Education?Su White
How will Linked Data benefit Higher Education?
The potential impact of widespread use of linked-data in Higher Education is immense. Everyday understandings of the power derived by placing raw data in the public domain is growing. It promises to transform education, interconnecting administrative data, enriching and embellishing teaching resources while providing tools and resources for learners and researchers alike.
Dr Su White is based in the Learning Societies Lab, in Electronics and Computer Science at the University of Southampton. A member of the JISC Infrastructure and Resources Committee and co- author of Semantic Technologies for Learning and Teaching, Su’s research interests include the impact of emerging technologies on Higher Education.
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the MmIT 2015 conference on “With Power Comes Great Responsibility – How Librarians can Harness the Power of Social Media for the Benefit of its Users” at the University of Sheffield on 14-15 September 2015.
See http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Education Clouds: Cloud Computing West 2012 ConferenceGigi Johnson
Mini-Keynote Presentation from the November 2012 Cloud Computing West conference - http://www.cloudcomputingassn.org/events/T1204/agenda.html. Discussion of the transformation paths of US education as it leans into cloud-based computing and storage in its pursuit of Everywhere Education
In this paper I discuss some of the ethical issues relating to the use of mobile technologies in education. I argue that the frames of reference used by educators and technologists typically fail to capture the nature, scope and impact of ethical issues in
mobile learning. Part of the problem is that the right kind of analytical tools for research into ethics. I propose a taxonomy of ethical issues based on dominant positions in meta-ethical theory, suggesting that we need a reconstructive approach which focuses on the responsibilities of students, educators and policymakers; the desirability of the outcomes from mobile learning initiatives; and assessing the learning or development of those involved. Referring to the methodology from the Mobile Technologies in Lifelong Learning (MOTILL) project, I show how an alternative methodological foundation might both affect research design and facilitate understanding of ethical issues in mobile learning.
Presented at the Computers and Learning Research Group (CALRG) Conference 2010 (http://kn.open.ac.uk/public/workspace.cfm?wpid=5403)
From non- and informal learning to documented co-learningTeemu Leinonen
Keynote at the he European Distance and E-Learning Network's (EDEN 2018) 27th Annual Conference, 17-20 June 2018 in Geneva, Italy.
The classical division of formal, non-formal and informal learning are challenged by mobile and IoT technologies connected to cloud computing applying artificial intelligence. With sensors and audio and video recordings we can track and record humans' and machines' activities that can be then analysed to automate routine tasks but also to provide information for reflection and conscious development of human activity. During my talk I will present and discuss the new possibilities of tracking and recording of actions in the context of new pedagogies for workplace learning.
ePortfolios for Adults and Other Humans (rev 2014)Don Presant
An exploration of how ePortfolios can help support and demonstrate the learning of adults.
Revised from the original presentation in 2013 to include a description of a new shared ePortfolio service for educators and trainers called savvyfolio.net.
Web Preservation, or Managing your Organisation’s Online Presence After the O...lisbk
Slides for talk on "Web Preservation, or Managing your Organisation’s Online Presence After the Organisation Ceases to Exist" given by Brian Kelly, UK Web Focus at the IRMS 2016 conference in Brighton on 17 May 2016.
See http://ukwebfocus.com/events/irms-2016-web-preservation
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the MmIT 2015 conference on “With Power Comes Great Responsibility – How Librarians can Harness the Power of Social Media for the Benefit of its Users” at the University of Sheffield on 14-15 September 2015.
See http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Education Clouds: Cloud Computing West 2012 ConferenceGigi Johnson
Mini-Keynote Presentation from the November 2012 Cloud Computing West conference - http://www.cloudcomputingassn.org/events/T1204/agenda.html. Discussion of the transformation paths of US education as it leans into cloud-based computing and storage in its pursuit of Everywhere Education
In this paper I discuss some of the ethical issues relating to the use of mobile technologies in education. I argue that the frames of reference used by educators and technologists typically fail to capture the nature, scope and impact of ethical issues in
mobile learning. Part of the problem is that the right kind of analytical tools for research into ethics. I propose a taxonomy of ethical issues based on dominant positions in meta-ethical theory, suggesting that we need a reconstructive approach which focuses on the responsibilities of students, educators and policymakers; the desirability of the outcomes from mobile learning initiatives; and assessing the learning or development of those involved. Referring to the methodology from the Mobile Technologies in Lifelong Learning (MOTILL) project, I show how an alternative methodological foundation might both affect research design and facilitate understanding of ethical issues in mobile learning.
Presented at the Computers and Learning Research Group (CALRG) Conference 2010 (http://kn.open.ac.uk/public/workspace.cfm?wpid=5403)
From non- and informal learning to documented co-learningTeemu Leinonen
Keynote at the he European Distance and E-Learning Network's (EDEN 2018) 27th Annual Conference, 17-20 June 2018 in Geneva, Italy.
The classical division of formal, non-formal and informal learning are challenged by mobile and IoT technologies connected to cloud computing applying artificial intelligence. With sensors and audio and video recordings we can track and record humans' and machines' activities that can be then analysed to automate routine tasks but also to provide information for reflection and conscious development of human activity. During my talk I will present and discuss the new possibilities of tracking and recording of actions in the context of new pedagogies for workplace learning.
ePortfolios for Adults and Other Humans (rev 2014)Don Presant
An exploration of how ePortfolios can help support and demonstrate the learning of adults.
Revised from the original presentation in 2013 to include a description of a new shared ePortfolio service for educators and trainers called savvyfolio.net.
Web Preservation, or Managing your Organisation’s Online Presence After the O...lisbk
Slides for talk on "Web Preservation, or Managing your Organisation’s Online Presence After the Organisation Ceases to Exist" given by Brian Kelly, UK Web Focus at the IRMS 2016 conference in Brighton on 17 May 2016.
See http://ukwebfocus.com/events/irms-2016-web-preservation
Career night blended learning 2016 print versionAnthony Picciano
This presentation entitled, The Online Education Landscape, was made as part of the CUNY Graduate Center Program in Urban Education Career Night Series. February 11, 2016.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
10 Steps to an Affordable Educational Technology PlanSam Gliksman
Affordable educational technology needs to first be effective and therefore requires a clear educational vision that addresses the needs of 21st century learners. This holistic educational approach will then guide the direction for technology expenditures and use.
Goldsmiths, Learning, Teaching and Web 2.0miravogel
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
Blended learning pace march 2013 slideshare versionapicciano
This presentation was delivered as the keynote at a conference held at Pace University, New York in March 2013. It examines blended learning and MOOCs as harbingers of education's digital future.
Encuentro chascomus y dolores 2 nov 2011Liliana Simón
PPT realizado especialmente para los encuentros de Aulas Abiertas Programa de Inglés Pcia de Buenos Aires Argentina, en Chascomus y Dolores 2 Nov 2011 Prof Liliana Simon
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
1. Share Collaborate and Exchange, reshaping education through technology: the EdShare experiencepresentation to HEA-ICS Autumn 2009 Su White, Hugh Davis,Thanassis Tiropanis, Les Carr, Dave Millard Autumn 2009
2. 1 – context and current practice 2 – room for change 4 –future and conclusions? 3 – some (affordance led) change The shape of this talk Autumn 2009
5. Universities and knowledge The HumboldtianIdeal In universities, learning should not be [defined] in terms of the passing on of well established knowledge, but always in terms of not yet completely solved problems.” Humboldt, 1807 Thanks to Lewis Elton Autumn 2009 Web 2.0affordances?
6. Welcome to my world… This course aims to develop critical thinking, effective working within teams, peer-learning and discussion, and individual responsibility as these are transferable skills that are essential within a highly competent technologist, computer scientist, software engineer or researcher” Autumn 2009
7. The home front Early adopters Vanilla web Information publishing Online Discussion Social networks YABB Network News Autumn 2009
9. Actually…. Way back… The cloud was Vicky – the department’s platform Vincent was the fridge who emailed observations on departmental politics YABB and Network News Social networks were technologically augmentedand Technology Networks were socially augmented Autumn 2009
10. 1994 – TQA and social web Autumn 2009 The TQA visit in 1994 used what Shirky in his much quoted post which describes as social software After each observation, colleagues would leg it back to their computer and email colleagues explaining the way the review was going, what the reviewers were asking etc…
11. The world has changed True But… Digital immigrants vs digital natives is a naiive concept Note - Universities continue flourish despite the long time existence of libraries The academy exists/has existed in many different cultural contexts and traditions Autumn 2009
12. The world is changing 2 True But… We need to beware of being obsessed with the the leisure habits of young people generalising the working habits of early adopters/evangelists Attributing OU behaviours to the whole student population Autumn 2009
19. The home front Educational innovation (1990s->) Microcosm, notes Authentic assessment Online open web exams Zappers - the teachers learn Admin and Education (1998->) Skywriting Wiki for advice Wiki for knowledge capture and sharing Wiki for assessment (them and us) Latterly Mixed Mode, mixed purpose ECS-TV, Student Blog Self study groups - mixed environments Student practice (2007, 2008, 2009) Facebook, facebook, facebook Wikipedia Portal confusion/Portal distaste Del.icio.us, digg, cite-u-like etc- small It’s a learning journey Different times Different people Socially augmented communication Autumn 2009
21. From the well to Web2.0 “Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an "architecture of participation," and going beyond the page metaphor of Web 1.0 to deliver rich user experiences.” - Tim O'Reilly October 01, 2005 Autumn 2009
22. The world is changing 3 We need to Remember all we have learned about how people learn Stay true to our beliefs about how people can learn Autumn 2009
23. The world is changing 4 True But acknowledge… The half life of information is diminishing Working practices are changing We can harness technology in disruptive ways Affordances emerge! Autumn 2009
26. Consider disciplinary differences Survey(s) of students attitudes their experience and perceptions of TEL Identify user needs Compare experience with theory Because Disciplinary differences literature Ad hoc development of e-learning resources Opinions on Web2.0 Cost of developing TEL resources Sometimes structural barriers to change Autumn 2009
27. Indicative Areas Pure Reflecting on Biglan “a sound understanding of key aspects of teaching and learning must depend on the recognition of the distinctive features of different knowledge domains and their social mileiux” (Neumann, Parry and Beecher 2002) C. Scienceand Maths S Sciences andHumanities Beware of generalising about 2.0 learning Think about your educational objectives Harness the technology affordances Hard Soft Computingand Engineering Nursing or Education Applied Curriculum/content -> curriculum purpose -> assessment Biglan, 1973 Autumn 2009
28. Hard Pure Hard Appliede.g.Engineering Hard Subjects… Autumn 2009
29. Disciplinary Differences Survey The responses were broadly consistent with knowledge framework. Students in Soft areas valued synchronous discussions role play and games access to open web Access to online journals Support the development of argumentation skills and critical thinking Qualitative Open Students in Hard areas valued online tutorials reference materials objective tests (also VLEs) Support the mastery of facts, principles and concepts. Quantitative, Closed Web 1.0 vs Web 2.0?and Space for Web 3.0 Autumn 2009
30. Our typical education mix… students In Hard fields of study experience a heavy workload, so technology which offers affordance which save or optimise the use of time will be powerful However from the point of view of the academic there is also a “high incidence of face to face teaching and concern for substantial coverage Neumann Parry and Becher Academics may be disinclined to invest large amounts of additional time preparing e-learning materials Autumn 2009
31. TEL/Web2/Linked Data? Blended/Web 2.0/Linked Data approaches… allow systematic/automated selection of activities to best meet range of requirements supporting student learning making good use of faculty time streamline administrative tasks (monitoring and recording student progression and achievement)
32. Our recent survey Across Soton 90% facebook, once a week or more - check 98% students use texts Conscious act not to use them – not digital divide In ECS Majority have laptops – 2009: the year of the laptop Autumn 2009
41. Where the future lies… Soft semantics Meaning in formats that humans can process Lightweight knowledge modeling in Web2.0 Hard Semantics Meaning in formats that machines can process Processing independent of specific knowledge models Semantic Technologies for Teaching and Learning Autumn 2009
42. Learning and teaching opportunities Transparent Data can assist Retention by monitoring progress and empowering students Visibility of programmes and research output, attracting funding Workflows and collaboration across departments and institutions Student recruitment Integration of knowledge capital, cross curricular initiatives Classroom contexts Assisting course creation and deliver workflow Recommend relevant resources and workflow Efficient accreditation processes Critical thinking and argumentation support Efficient personal and group knowledge construct Group formation Assessment, certification, countering/detecting plagiarism Autumn 2009
43. Thank You Questions? Acknowledge: Contributions of colleagues at our respective institutions Autumn 2009
44. Thank You Dr Su White Learning Societies Lab University of Southampton saw@ecs.soton.ac.uk Autumn 2009
45. Major reference Semantic Technologies in Learning and Teaching (SemTech) - JISC Report Tiropanis, T., Davis, H., Millard, D., Weal, M., White, S. and Wills, G. (2009) Semantic Technologies in Learning and Teaching (SemTech) - JISC Report. Autumn 2009
46. References Boyer E. Scholarship reconsidered: Priorities of the Professoriate 1990. Boyer Commission on Educating Undergraduates in the Research University. Reinventing Undergraduate Education: A Blueprint for America's Research Universities. New York: Stony Brook: State University of New York at Stony Brook; 1998. Boyer Commission on Educating Undergraduates in the Research University. Reinventing Undergraduate Education, Three Years After the Boyer Report. New York: Stony Brook: State University of New York at Stony Brook; 2002. Brew A, Boud D. Teaching and research: establishing the vital link with learning. Higher Education. 1995;29(3):261-73. Carter J, Jenkins T. Gender and programming: what's going on? ACM ITiCSE. Leeds: ACM Press New York, NY, USA 1999:1-4. Committee on Higher Education. Higher Education: Report of the Committee Appointed by the Prime Minister Under the Chairmanship of Lord Robbins, 1961-63. London: HMSO; 1963. Davis HC, White S. A research-led curriculum in multimedia: learning about convergence. 10th annual SIGCSE conference on Innovation and technology in computer science education 2005; Lisbon, Portugal; 2005. p. 29 - 33. Davy J, Jenkins T. Research-led innovation in teaching and learning programming. ACM ITiCSE. Leeds, UK: ACM Press New York, NY, USA 1999:5-8. Dempster JA. Developing and Supporting Research-Based Learning and Teaching Through Technology. In: Ghaou C, ed. Usability Evaluation Of Online Learning Programs. USA.: Information Science Publishing, Idea Group Inc 2003:128-58. Elton L. Research and teaching: symbiosis or conflict? Higher Education. 1986;15:299 - 304. Fasli M. On the Research Teaching Nexus. In: HEA-ICS, editor. 8th Annual Conference of the Subject Centre for Information and Computer Science; 2007 28th – 30th August 2007; University of Southampton: HEA-ICS, University of Ulster; 2007. p. 77-81. Gibbs G. Institutional strategies for linking research and teaching. Exchange. 2002;3. Hatch A, Burd L, Ashurst C, Jessop A. Project Management Patterns and the Research-Teaching Nexus. In: HEA-ICS, editor. 8th Annual Conference of the Subject Centre for Information and Computer Science; 2007 28th – 30th August 2007; University of Southampton: HEA-ICS, University of Ulster; 2007. p. 68-71. Hattie J, Marsh HW. One journey to unravel the relationship between research and teaching. Research and teaching: Closing the divide? An International Colloquium; 2004 March 18-19, 2004; Winchester; 2004. Autumn 2009
47. Hattie J, Marsh HW. The Relationship between Research and Teaching: A Meta-Analysis. Review of Educational Research. 1996;66(4):507-42. Healey M. Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning; 2005. Hoare T, Milner R, eds. Grand Challenges in Computing: British Computer Society 2004. Jenkins A, Healey M, Zetter R. Linking of staff disciplinary research and student learning. York: Higher Education Academy; 2007. Jenkins A, Healey M. Institutional Strategies to link teaching and research. York: Higher Education Academy; 2005. McGettrick A, Boyle R, Ibbett R, Lloyd J, Lovegrove G, Mander K. Grand challenges in computing education: British Computer Society; 2004. Neumann R. Perceptions of the Teaching-Research Nexus: A Framework for Analysis. Higher Education. 1992;23(2):159-71. Neumann R. The Teaching-Research Nexus: Applying a Framework to University Students' Learning Experiences. European Journal Of Higher Education. 1994;29(3):323-38. Ramsden P, Moses I. Associations Between Research and Teaching in Australian Higher Education. Higher Education. 1992 April 1992;23(3):273-95. Roach M, Blackmore P, Dempster JA. Supporting High-Level Learning through Research-Based Methods: A Framework for Course Development. Innovations in Education and Teaching International. 2001;38(4):369-82. Strazdins P. Research based education in computer science teaching. Canberra: Australian National University; 2007. Thomas RC, Mancy R. Use of Large Databases for Group Projects at the Nexus of Teaching and Research. ACM SIGCSE 2004; Portland: ACM; 2004. p. 161-5 Tiropanis, T., Davis, H., Millard, D., Weal, M., White, S. and Wills, G. (2009) Semantic Technologies in Learning and Teaching (SemTech) - JISC Report. Wirth A, Bertolacci M. New algorithms research for first year students. Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education; 2006; Bologna, Italy: ACM Press New York, NY, USA; 2006. p. 128-32. Autumn 2009
51. From semtech report The initial value of semantic technology will be in scale first before reasoning The emergence of linked data fields across related repositories could enable applications and value for the identified HE challenges Semantic lools and services that map linked data to application specific ontologies will increase linked data value and impact Encouragemen of community afreedontologies to empower semantic applicationsalongside application specific ontologies Empressive semantics to enable pedagogoy aware applications Autumn 2009
53. Most of fheidentifired he challenges can be addressed by querying across institutional repositories (databases, web pages, VLSs) Significant learning and teaching challenges can be addressed by accesing resources across departments, schools, institutions Argumentation and critical thinking could benefit from advance reasoning over large scale of resources Could we adopt a bottom up approach starting from linked data which can be related to (layers of) ontologieslarer in the context of specific applications. Autumn 2009
55. Further Questions How can insight into disciplinary differences assist the selection of effective TEL (and therefore Web1.0->3.0) approaches? How can understanding disciplinary preferences help identify ways of working with faculty to successfully embed TEL and develop blended approaches? What are the technology affordances of e-learning which might best be used in computing, engineering and our cognate areas? http://fie.engrng.pitt.edu/fie2006/papers/1784.pdf Autumn 2009
Editor's Notes
This talk is about the social web, web2.0, the read write web and the way in which you can do cool things and smart things by taking a strategic approach to using web resources in a Higher Education Context.The presentation gives an account of the way we go about working with the web smartly in one academic school, and in one university, but it also aims to explain how that approach can be taken at any university or other educational institution. This slide gives you a preview of the EdShare system which we have established as a place to put stuff (teaching stuff) so that we can do stuff (cool stuff) with a minimal effort. It will look at web2.0 in terms of what it and its successors can do for academics, and university admin, although all these activities are designed ultimately to benefit the student.Edshare is a project at Southampton, funded by JISC initially, but fully supported by the institution. The EdShare is a single secure place to store and share educational resources. Items stored in EdShare can be identified and their descriptions can be indexed by search engines such as google (although access rights are always specified by the depositor). By adding tagging and comments to the documents
Like many institutions we have designed administrative systems to support our different agendas, as an department who had a healthy chunk of research in hypertext and the web, we were there from the beginning with simple vanilla web applications which solved problems in a pragmatic way.
This use of web2.0 is actually in the spirit what clay shirkey was talking about as social software in this 2003 post on xxxx which is quoted at the beginning the HEFCE report
Surveys
Roots of online communities and social web lie in the deadheads who populated the well and endlessly discussed grateful dead….