This document discusses how the digital era is changing reading and writing. It notes that while handwriting may not survive, digital literacy is an important new skill. Students now need basic academic writing skills, content knowledge, English proficiency, and digital tool skills. The document traces the introduction and use of various digital tools for writing and collaboration from 2006 to the present, including wikis, blogs, Google Apps, and social media. Both writing online by creating and uploading digital content, and writing for online media like blogs are discussed. The document addresses problems with online writing like plagiarism and language issues, but also promises like access to specialized information and automatic checking tools. It suggests exercises and training to help students write effectively online.
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
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
The Good, the Bad, the Ugly: Post-Renovation RevelationsErin Dorney
Presentation given at the 2013 Pennsylvania Library Association Annual Conference by Melissa Gold (Science Librarian) and Erin Dorney (Outreach Librarian) from the Francine G. McNairy Library and Learning Forum at Millersville University (PA)
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
The Good, the Bad, the Ugly: Post-Renovation RevelationsErin Dorney
Presentation given at the 2013 Pennsylvania Library Association Annual Conference by Melissa Gold (Science Librarian) and Erin Dorney (Outreach Librarian) from the Francine G. McNairy Library and Learning Forum at Millersville University (PA)
Overview of Woekpor Digital Literacy InitiativeGameli
Woekpor (meaning try it and see in the Ewe language) is an initiative of the Global Shapers Ho Hub. The project seeks to inculcate digital literacy and problem-solving skills in basic school students and teachers. The presentation gives an overview of what the project is about.
The Technology & Pastoral Planning workshop explores what is important while planning and implementing technology into your parish (or diocesan) Pastoral Plan.
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
Presentation by Darya Yegorina (CEO, CleverBooks) delivered on several events in 2018. Copyright belongs to CleverBooks Company. Any further use of this presentation or its contents need to be approved by CleverBooks Company.
Przeentare susținută în cadrul Conferinței ”Educație azi in Timisoara Culturii Europene” organizată la inițiativa Departamentului pentru Pregătirea Personalului Didactic din Universitatea de Vest din Timișoara în data de 26 noiembrie 2021.
Promovarea creativității prin utilizarea Resurselor Educaționale DeschiseGabriela Grosseck
Prezentare în cadrul webinarului OpenEducationWeek, Educatia deschisa in timpul pandemiei, https://elearning.upt.ro/ro/comunitate/workshop-oeweek-educatia-deschisa-in-timpul-pandemiei/
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
O lista la nivelul anului 2018, ce necesita actualizare de aplicatii utile pentru crearea diverselor tipuri de resurse educationale dar nu numai. Pot fi folosite si pentru lucrul in colaborare, testare, evaluare cu nota sau doar pentru dezmortirea lectiilor sau obtinerea de feedback. Orice sugestie este binevenita in partea de comentarii
Presentation held at the webinar "Online Teaching Reshape Education during and after COVID-19", jointly held by UNESCO-ICHEI, UNESCO IITE, INRULED, Southern University of Science and Technology, and Tsinghua University China. There were launched six guidelines for teachers, students, parents and communities, principals and educational administrators, learning technologies and platforms, and personal data security.
Also the webinar bring together educational actors worldwide to talk about their experiences and lessons learned regarding online teaching during COVID-19 and share their views on how these will reshape education.
Prezentare sustinuta in cadrul webinarului Impreuna Online, https://elearning.upt.ro/ro/comunitate/noutati-comunitate/webinar-impreunaonline-utilizare-oers-moocs-in-educatie/
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.
Echipa proiectului NOVAMOOC: Dezvoltarea și implementarea inovativă a MOOCurilor în învățământul superior a Universității de Vest din Timișoara vă invită să participați la atelierul:
MOOC (Massive Open Online Courses): inițiere pentru profesori
Pe parcursul celor două ore de atelier, vom vorbi despre ce sunt MOOC-urile, cum le putem accesa, utiliza și integra în educația universitară, și ce putem învăța din experiența altor instituții educaționale / universități ale Europei și din lume.
Pe plan internațional, pe fondul unei deschideri a educației, a unor politici care sprijină pedagogiile și resursele educaționale deschise, ultimii ani au marcat o creștere exponențială în oferta de cursuri online masive deschise (Massive Open Online Courses - MOOCs).
Prezenta lucrare propune modalități în care cursurile online masive deschise pot fi integrate în educația adulților în România.
Prin analiza unor articole și studii de cercetare recente, sunt relevate proiecte din spațiul educațional nord-american și european, în care astfel de cursuri contribuie la învățarea continuă.
De asemenea, sunt prezentate inițiative românești legate de MOOC-uri.
Lucrarea își propune să răspundă la întrebări cum ar fi:
• Cum pot contribui MOOC-urile la educația adulților în țara noastră?
• Ce putem învăța din experiența altora?
• Cum poate fi evaluată calitatea și impactul acestor cursuri?
• Ce efort și competențe sunt necesare pentru dezvoltarea, derularea și facilitarea lor?
• Cine pot fi furnizorii și beneficiarii?
• Ce schimbări sunt necesare la nivelul politicilor educaționale?
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
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
What role can digital tools play in academic writing?
1. Photo by Luiza Bissolli - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/81600465@N08 Created with Haiku DeckRamona BRAN and Gabriela GROSSECK – UVT Timisoara
2. Photo by lonesome:cycler - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/89446022@N00 Created with Haiku Deck
3.
4. HOW IS THE DIGITAL ERA CHANGING READING AND WRITING?
•Will handwriting survive in the digital era?
•Is digital literacy a new skill to survive in the digital era?
5. Students have to:
•have basic knowledge
about academic writing
•know the content
specific to the subject
they are studying
•express themselves in
English
•know the digital tools
16. Writing Online vs Online Writing
WO= created digital content and uploading it
OW = writing for online media (blogging, journal/forums, Wikipedia page etc.)
19. •creating content: written text,
audio/video/other digital artefacts
like infographics, mindmaps, maps,
webdocumentaries etc.)
•sharing - where? how (copyright,
CC)
•feedback (the student has a voice)
21. PROBLEMS
• plagiarism
• quality of content (relevant, language issues)
• quoting (in)correctly
• assessment (writing in collaboration - who wrote
the paper?)
22. • instant access as you write to a world of specialized info
• correct quoting / citing
• grammar + content check (Grammarly tool)
• instant feedback: media feedback, interactive, chat (SPECIALISTS!
EXPERTS)
• list of best articles in the field
• students become knowledge creators
23. STUDENTS: stimulating
online AW writing by informal
(less ) exercises
TEACHERS: each teacher
should pursue AW courses
(LLL), co-teaching
UNIVERSITY: software
antiplagiarism (university),
academic social publishing
(research gate, academia.edu)
Within every minute, something transpires in social media. Whether that is a new like, a new connection, a tweet, or social networks gaining unique visitors, we are spending a lot of our minutes socializing in various forms on an array of social sites. The year of 2013 showed us that we prefer to share images and our location, and that Facebook and Twitter both still remain leaders in the social media world. Statistically, there are specific sites in which we favor. For example, within every minute a SNS acquired new members, thousands of images were being filtered and uploaded to Instagram or Flickr, or hundreds of new friend interactions were being forming.
To analyse the role which Web 2.0 tools /social media play in academic writing, as well as the changes that have been generated following the emergence of such tools. More over, how digital interactive technologies might enable a rethinking of the forms and functions of scholarly writing.
What we try to do is to argue that the inherent potential of digital technology enable us and our students to write scholarly and educational texts more effectively.
Writing in collaboration with Google Docs (Research, Cite this according with APA, EasyBib, Access to Scholar & Books)
Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers). In academia peer review is often used to determine an academic paper's suitability for publication.
Peer assessment, or self-assessment, is a process whereby students or their peers grade assignments or tests based on a teacher’s benchmarks.The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills.
EVALUATING PEER WORK
Evaluating collaborative work can be problematic—particularly if this work constitutes a considerable part of the course grade. Teachers might simply grade the project and give the same grade to all students. Or they might ask the students to submit a paper that documents their contributions to the presentation. Or they might ask each member of the group to evaluate the work of their group mates. Any strategy is equally good, as long as the standards and processes of evaluation are made clear to students long before collaboration begins.
In terms of peer critique: teachers who require peer critiques want some way of insuring that students are giving these exercises their best efforts. One way to evaluate peer critiques is to ask students to do their critiques in writing. Teachers can collect these critiques in class or online and evaluate them. Another idea is to ask students to write a brief summary of how the peer review process did (or did not) help them to rethink and rewrite their papers. Whatever the method, the teachers should make sure that students understand that their work in the peer groups is an important element of the course, and in what way it will count towards their final grades.