Whats Possible With Educational Technology With Notes2 Distributed [Autosaved]Andrew Moore
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This Presenation was developed to aid PHEA ETI members develop educational strategies for their Higher Education institutions in Africa. It is version 1.
Whats Possible With Educational Technology With Notes2 Distributed [Autosaved]Andrew Moore
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This Presenation was developed to aid PHEA ETI members develop educational strategies for their Higher Education institutions in Africa. It is version 1.
An interview with Dale Herring, Director of Technology for Greene County Public Schools in Greene County, VA, about the integration of technology in the schools and the benefits and challenges that this integration presents.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter LĂłpez
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This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
This study aims to investigate the benefits and challenges of Cloud Computing and Bring Your Own Device (BYOD) in Higher Education. The review will focus on the best practices and challenges faced by organizations that have implemented cloud sourcing and BYOD in efforts to save money. Cloud computing is a service for delivering computer hardware, software, applications, and even entire data centers, on the Internet instead of having to spend a capital investment to offer those services locally. In this review, we will evaluate cloud computing from four perspectives: Data Security, Faculty Training, Teaching/Learning, and Cost. In addition, the âBring Your Own Deviceâ concept is rapidly expanding and has significant value for educators and students. In reviewing BYOD, we will evaluate and focus on the following perspectives: Policy Creation, Data Security & Network Reliability, User Education & Support and Teaching & Learning. With the increasing interest in academia for the use of innovative technologies, this examination will be useful for Faculty, Staff, and Students in effort to understand how âCloud Computingâ and âBYODâ can create a better learning experience, both in and out of the classroom. Highlighting the lessons learned during implementation will be beneficial for Information Technologists in efforts to provide a path for successful adoption and use while demonstrating the current trends, educational benchmarks for use, and future needs in research and development in both âCloud Computingâ and âBYODâ in Higher Education.
Phea ETI Presentation at e-Learning Africa ConferenceAndrew Moore
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A presentation given by Neil Butcher representing the Partnership for Higher education in Africa (PHEA) at the e-Learning Africa Conference in Dakar 2009
An interview with Dale Herring, Director of Technology for Greene County Public Schools in Greene County, VA, about the integration of technology in the schools and the benefits and challenges that this integration presents.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter LĂłpez
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This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
This study aims to investigate the benefits and challenges of Cloud Computing and Bring Your Own Device (BYOD) in Higher Education. The review will focus on the best practices and challenges faced by organizations that have implemented cloud sourcing and BYOD in efforts to save money. Cloud computing is a service for delivering computer hardware, software, applications, and even entire data centers, on the Internet instead of having to spend a capital investment to offer those services locally. In this review, we will evaluate cloud computing from four perspectives: Data Security, Faculty Training, Teaching/Learning, and Cost. In addition, the âBring Your Own Deviceâ concept is rapidly expanding and has significant value for educators and students. In reviewing BYOD, we will evaluate and focus on the following perspectives: Policy Creation, Data Security & Network Reliability, User Education & Support and Teaching & Learning. With the increasing interest in academia for the use of innovative technologies, this examination will be useful for Faculty, Staff, and Students in effort to understand how âCloud Computingâ and âBYODâ can create a better learning experience, both in and out of the classroom. Highlighting the lessons learned during implementation will be beneficial for Information Technologists in efforts to provide a path for successful adoption and use while demonstrating the current trends, educational benchmarks for use, and future needs in research and development in both âCloud Computingâ and âBYODâ in Higher Education.
Phea ETI Presentation at e-Learning Africa ConferenceAndrew Moore
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A presentation given by Neil Butcher representing the Partnership for Higher education in Africa (PHEA) at the e-Learning Africa Conference in Dakar 2009
Digital Textbooks: Needs Assessment & Implementation on CampusLaura Pasquini
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iPads & eReaders: Tips to Implementing Digital Textbooks on Campus
Higher Ed Hero Webinar - July 21, 2011 http://www.higheredhero.com/1QF/0
Shared Google Doc of Resources: http://bit.ly/n5mpy7
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
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Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
An example of a storyboard that employs Merrill's First Principles of Instruction model to structure the learning. This is for a lesson on Basic Hand Tools for Electricians.
An example of a storyboard that employs Merrill's First Principles of Instruction model to structure the learning. This is for a lesson on Basic Hand Tools for Electricians.
The use of OER have allowed many countries to adapt and enhance open resources to create context specific ICT integration professional development for teacher courses
e-Learning Africa AfriVIP presentationAndrew Moore
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This presentation was presented at the 2013 e-Learning Africa Conference in Windhoek Namibia and outlines progress made in the OER Africa/University of Pretoria (Onderstepoort) project. AfriVIP is a knowledge Management System that embraces the use of OER to enhance Continued professional Development of veterinary professionals in the region.
This was my submission posted as part of the e-Learning and Digital Cultures MOOC run by the University of Edinburgh during 2013. It was peer assessed as part of the course.
A presentation used as an initial primer. Its intention is to offer a basket of possibilities from which an informed strategic discussion can ytake place about the role e-learning might play
A presentation from the University of Ibadan's College of Medicine of a successful collaboration with Swansea University. With limited funding teh two institutions were able to develop open access copyright free teaching materials that enhanced the teaching of Health care delivery.
This presentation given by Neil Peacock at the Histerix Symposium 2009 looks at the role classical music can play in the teaching of various sections of our curriculum. Appropriate selections for American, contemporary, totalitariansim etc are identified.
e-Learning at Universidade Católica de MoçambiqueAndrew Moore
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This presentation was presented to the PHEA ETI facilitators and discusses issues surrounding the launching of e-learning supported courses at the University.
This presenation was used to introduce staff and students to the Postmodern movement at St Stithians College, Randburg. Authors Andrew Moore and Piers Cruickshanks
Operation âBlue Starâ 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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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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.
A Strategic Approach: GenAI in EducationPeter Windle
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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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
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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.
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
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. How might Educational Technology support Teaching and Learning in Higher Education? POSSIBILITIES
2.
3. A Cautionary Note Educational Technology will NOT solve all your problems Time and money spent on technology and online teaching will be wasted unless interventions are driven by good educational design.
7. Five Challenges for Educators Laurillard, D. (2001). Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies . Routledge Falmer
8. Read Course Materials This used to mean the textbook and prescribed readings ⊠But now we can also useâŠ
9.
10. Read Course Materials Both commercial and open education services are available to help students access top quality academic materials
11. Five Challenges for Educators Laurillard, D. (2001). Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies . Routledge Falmer
12.
13. Newsfeeds & RSS! Newsfeeds mean that you no longer need to come to a web page to see whatâs new. Instead you can gather all of this in one place and click through to what interests you
14. Explore: Discipline Specific Portals Sometimes Subject Based Information Gateways are more useful than general web searches e.g Intute offers portals for a wide range of disciplines.
15.
16. Five Challenges for Educators Laurillard, D. (2001). Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies . Routledge Falmer
17.
18. Qualities of Conversation All the qualities that we associate with deep face to face learning conversation can be taken online. These include excitement, discovery, trust, intense listening and flow. As in face to face interaction this requires good facilitation. Whatâs different is the effective use of the online environment to provide conversational spaces and tools.
21. Five Challenges for Educators Laurillard, D. (2001). Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies . Routledge Falmer
22.
23. Skills: Spreadsheets Example of an Excel based exercise on metal fatigue that runs on a local network at UCTâs Engineering depart.
24. Skills: Simulations Internet based simulation on chemical reactions and a virtual microscope from Colorado University http://phet.colorado.edu/simulations/sims.php?sim=Reactions_and_Rates
26. Five Challenges for Educators Laurillard, D. (2001). Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies . Routledge Falmer
29. Producing: Specialist Software Often students will need to use specialist software to develop and show professional skills e.g. CAD software for architects, film editing software for Film and Media students in a production stream.
32. Environments: Virtual Worlds In countries with ample bandwidth many universities are starting to use virtual worlds such as Second Life for research and teaching
34. Next Generation Learning Environment? Ali Jafari, Patricia McGee, and Colleen Carmean, Managing Courses, Defining Learning: What Faculty, Students, and Administrators Want
35.
36.
Editor's Notes
Danger graphic: Modified from http://www.flickr.com/photos/doctorow/2686237951/ Burning Money: http://www.flickr.com/photos/visualities/2061072441/
This diagram developed by Anderson (2003) emphasises the complexity and importance of learning interactions. All of these are needed for effective teaching and learning in general and for the effective use of educational technology in teaching and learning. At the centre of this diagram we see the ultimate goal â deep and meaningful learning. This implies that students engage at a level beyond whatâs needed to pass exams so they make the learning their own. It also means that students will learn attitudes, perspectives and practices with relevance and application to their lives as professionals. Student â Teacher: Students still need some direct contact with educators to ensure that there is a learning relationship with experts. In this way students are pulled into a community of practice where they can learn attitudes, perspectives and practices from educators who are steeped in the discipline. However give the small number of educators in relation to student numbers we canât rely exclusively on student-educator interaction for learning to happen. Teacher-Content: Educators will prepare and select content which will structure student learning about the discipline. Content in this view includes designed learning activities as well as textbook explanations, core readings and lectures. Student-Content: This is where most learning activity happens through student engagement with course content chosen and developed by the educators. The course content extends the effectiveness and reach of an educator way beyond what would be possible if learning could only happen through personal contact with educators. One of the implications is the scope for anywhere anytime learning. Student-Student: Peer learning is a major resource to students both in terms of learning about the discipline and in terms of learning networking, social and communication skills. Peer learning will happen whenever students are gathered in the same learning and physical spaces. As educators we can decide to tap into the energy of student-student learning interactions in forms such as collaborative learning. Teacher-Teacher: Educators develop through formal training and through engagement in informal networks of peers. Such educator communities of practice can accelerate the development and diffusion of good practice. Content-Content: With new web technologies such as newsfeeds it is possible to renew content automatically by drawing on the latest available information. Anderson, T. (2003) Getting the Mix Right Again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, Vol 4, No 2. Available at http://www.irrodl.org/index.php/irrodl/article/view/149/230. Graphic available at http://www.irrodl.org/index.php/irrodl/article/viewFile/149/230/481
This diagram developed by Anderson (2003) emphasises the complexity and importance of learning interactions. All of these are needed for effective teaching and learning in general and for the effective use of educational technology in teaching and learning. At the centre of this diagram we see the ultimate goal â deep and meaningful learning. This implies that students engage at a level beyond whatâs needed to pass exams so they make the learning their own. It also means that students will learn attitudes, perspectives and practices with relevance and application to their lives as professionals. Student â Teacher: Students still need some direct contact with educators to ensure that there is a learning relationship with experts. In this way students are pulled into a community of practice where they can learn attitudes, perspectives and practices from educators who are steeped in the discipline. However give the small number of educators in relation to student numbers we canât rely exclusively on student-educator interaction for learning to happen. Teacher-Content: Educators will prepare and select content which will structure student learning about the discipline. Content in this view includes designed learning activities as well as textbook explanations, core readings and lectures. Student-Content: This is where most learning activity happens through student engagement with course content chosen and developed by the educators. The course content extends the effectiveness and reach of an educator way beyond what would be possible if learning could only happen through personal contact with educators. One of the implications is the scope for anywhere anytime learning. Student-Student: Peer learning is a major resource to students both in terms of learning about the discipline and in terms of learning networking, social and communication skills. Peer learning will happen whenever students are gathered in the same learning and physical spaces. As educators we can decide to tap into the energy of student-student learning interactions in forms such as collaborative learning. Teacher-Teacher: Educators develop through formal training and through engagement in informal networks of peers. Such educator communities of practice can accelerate the development and diffusion of good practice. Content-Content: With new web technologies such as newsfeeds it is possible to renew content automatically by drawing on the latest available information. Anderson, T. (2003) Getting the Mix Right Again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, Vol 4, No 2. Available at http://www.irrodl.org/index.php/irrodl/article/view/149/230. Graphic available at http://www.irrodl.org/index.php/irrodl/article/viewFile/149/230/481
At a practical level level educators want to facilitate learning activity by students. Teaching alone is no guarantee of learning unless students are able to: Engage with the core course materials (Student-Content interaction) Explore their areas of interest within the discipline (Student-Content interaction) Engage in learning conversations including key debates (Student-Content, Student-Student and Student-Educator interactions) Practice new skills (Student-Content interaction) And ultimately produce/ perform in a way that shows the development of graduate and professional skills ((Student-Content, Student-Student and Student-Educator interactions) Most of the rest of this presentation will focus on how educators can use educational technologies to support these goals. Based on Laurillard, D. Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies. Routledge Falmer 2001.
Audio files have always been a powerful learning resource across several disciplines but we now have access to a wealth of digital audio files in almost every domain and the ability to easily develop and share these ourselves. These files can be used to support reflective learning on the move wherever students have access to computers, cheap mp3 players or mid-range cellphones.Some useful sources of educational podcasts include the Education Podcast Network at http://epnweb.org/ and the education page on IdiotVox at http://www.idiotvox.com/All_Podcasts_About_Education_19.html. The pervasive availability of digital video allows access to teaching resources by experts across the world and opportunities to share local expertise globally. These services work best with a broadband Internet connection and sometimes terms of use donât allow educators to download and share files locally. Teachertube (http://www.teachertube.com) is a counterpart to YouTube where educators from several continents share educational videos.
Audio files have always been a powerful learning resource across several disciplines but we now have access to a wealth of digital audio files in almost every domain and the ability to easily develop and share these ourselves. These files can be used to support reflective learning on the move wherever students have access to computers, cheap mp3 players or mid-range cellphones.Some useful sources of educational podcasts include the Education Podcast Network at http://epnweb.org/ and the education page on IdiotVox at http://www.idiotvox.com/All_Podcasts_About_Education_19.html. The pervasive availability of digital video allows access to teaching resources by experts across the world and opportunities to share local expertise globally. These services work best with a broadband Internet connection and sometimes terms of use donât allow educators to download and share files locally. Teachertube (http://www.teachertube.com) is a counterpart to YouTube where educators from several continents share educational videos.
Audio files have always been a powerful learning resource across several disciplines but we now have access to a wealth of digital audio files in almost every domain and the ability to easily develop and share these ourselves. These files can be used to support reflective learning on the move wherever students have access to computers, cheap mp3 players or mid-range cellphones.Some useful sources of educational podcasts include the Education Podcast Network at http://epnweb.org/ and the education page on IdiotVox at http://www.idiotvox.com/All_Podcasts_About_Education_19.html. The pervasive availability of digital video allows access to teaching resources by experts across the world and opportunities to share local expertise globally. These services work best with a broadband Internet connection and sometimes terms of use donât allow educators to download and share files locally. Teachertube (http://www.teachertube.com) is a counterpart to YouTube where educators from several continents share educational videos.
At a practical level level educators want to facilitate learning activity by students. Teaching alone is no guarantee of learning unless students are able to: Engage with the core course materials (Student-Content interaction) Explore their areas of interest within the discipline (Student-Content interaction) Engage in learning conversations including key debates (Student-Content, Student-Student and Student-Educator interactions) Practice new skills (Student-Content interaction) And ultimately produce/ perform in a way that shows the development of graduate and professional skills ((Student-Content, Student-Student and Student-Educator interactions) Most of the rest of this presentation will focus on how educators can use educational technologies to support these goals. Based on Laurillard, D. Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies. Routledge Falmer 2001.
Google Scholar: http://scholar.google.com Clusty: http:/www.clusty.com Wikipedia: http://www.wikipedia.com
Students and knowledge professionals need to learn effective strategies for keeping informed about the latest developments in their fields. The increasing use of newsfeeds across most kinds of websites from blogs to news sites and journal sites means that there is no longer a need to face bloated e-mail inboxes or to routinely visit the key sites in your browser favourites or bookmarks. Just subscribe, scan and click through to what interests you. Two of the most popular and powerful free tools to aggregate newsfeeds are Google Reader and Bloglines. Google Reader: http://google.com/reader Bloglines: http://www.bloglines.com
Intute is available at http://www.intute.ac.uk
Alternative development and publishing models are emerging for both course content and peer reviewed journals. The old proprietary publishing systems are still dominant but the balance is gradually shifting towards open educational resources and open access research. Universities cannot afford to ignore these. Connexions: http://cnx.org/ OER Commons: http://www.oercommons.org/ Public Library of Science: http://www.plos.org/ Directory of Open Access Journals: http://www.doaj.org/
At a practical level level educators want to facilitate learning activity by students. Teaching alone is no guarantee of learning unless students are able to: Engage with the core course materials (Student-Content interaction) Explore their areas of interest within the discipline (Student-Content interaction) Engage in learning conversations including key debates (Student-Content, Student-Student and Student-Educator interactions) Practice new skills (Student-Content interaction) And ultimately produce/ perform in a way that shows the development of graduate and professional skills ((Student-Content, Student-Student and Student-Educator interactions) Most of the rest of this presentation will focus on how educators can use educational technologies to support these goals. Based on Laurillard, D. Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies. Routledge Falmer 2001.
All the qualities that we associate with deep face to face learning conversation can be taken online. These include excitement, discovery, trust, intense listening and flow. As in face to face interaction this requires good facilitation. Whatâs different is the effective use of the online environment to provide conversational spaces and tools. Great Conversation Qualities: http://www.flickr.com/photos/choconancy/429918010/
Student blogging can support the development of voice and fluency in chosen genres. It can also support reflective learning. In this example from University of Cape Town a student blogger grapples with the issues of identity which are debated in a first year Humanities course. The full post is available at http://blogs.uct.ac.za/blog/zamandosi/2008/08/24/identity-does-not-stay-constant.
Student blogging can support the development of voice and fluency in chosen genres. It can also support reflective learning. In this example from University of Cape Town a student blogger grapples with the issues of identity which are debated in a first year Humanities course. The full post is available at http://blogs.uct.ac.za/blog/zamandosi/2008/08/24/identity-does-not-stay-constant.
At a practical level level educators want to facilitate learning activity by students. Teaching alone is no guarantee of learning unless students are able to: Engage with the core course materials (Student-Content interaction) Explore their areas of interest within the discipline (Student-Content interaction) Engage in learning conversations including key debates (Student-Content, Student-Student and Student-Educator interactions) Practice new skills (Student-Content interaction) And ultimately produce/ perform in a way that shows the development of graduate and professional skills ((Student-Content, Student-Student and Student-Educator interactions) Most of the rest of this presentation will focus on how educators can use educational technologies to support these goals. Based on Laurillard, D. Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies. Routledge Falmer 2001.
This exercise from University of Cape Town involves engineering students in analysing the results of an ultrasonic probe of faults in the hull of a ship to test for metal fatigue. More details about this example are available at http://www.cet.uct.ac.za/BrandonReed .
Students can control several variables to investigate their impact on simulated chemical reactions in this simulation from Colarado University. See http://phet.colorado.edu/simulations/sims.php?sim=Reactions_and_Rates for further details. Students can control a simulated microscope to view a range of samples at different levels of magnification. See http://www.udel.edu/biology/ketcham/microscope/scope.html for further details of this simulation from University of Delaware.
Students can control several variables to investigate their impact on simulated chemical reactions in this simulation from Colarado University. See http://phet.colorado.edu/simulations/sims.php?sim=Reactions_and_Rates for further details. Students can control a simulated microscope to view a range of samples at different levels of magnification. See http://www.udel.edu/biology/ketcham/microscope/scope.html for further details of this simulation from University of Delaware.
At a practical level level educators want to facilitate learning activity by students. Teaching alone is no guarantee of learning unless students are able to: Engage with the core course materials (Student-Content interaction) Explore their areas of interest within the discipline (Student-Content interaction) Engage in learning conversations including key debates (Student-Content, Student-Student and Student-Educator interactions) Practice new skills (Student-Content interaction) And ultimately produce/ perform in a way that shows the development of graduate and professional skills ((Student-Content, Student-Student and Student-Educator interactions) Most of the rest of this presentation will focus on how educators can use educational technologies to support these goals. Based on Laurillard, D. Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies. Routledge Falmer 2001.
This example is from a third year Economics course in the History of Economic Thought. The educator set an assignment where students had to work in pairs to develop entries to a wiki of Economic Thought. The educator set a template to structure student engagement with the task and to ensure that they would not simply be able to copy and paste from Wikipedia. The better entries then served as revision resources for the whole class. See http://www.cet.uct.ac.za/ExperimentOLE for more detail.
Photo of Masters in Educational Technology student at University of Cape Town who is researching the use of lecture podcasts.
This slide shows a summary of many of the ways that educators can use educational technologies to facilitate student engagement in learning. Online learning environments can serve as containers and integrators of all the features shown in purple.
This slide shows a summary of many of the ways that educators can use educational technologies to facilitate student engagement in learning. Online learning environments can serve as containers and integrators of all the features shown in purple.
The computing power available on current entry level computers together with improved bandwidth available in many countries has led to many educators considering the use of 3D virtual environments such as Second Life as online learning environments. Such environments are currently unavailable to most university educators and students in Africa because they mostly require fast broadband connections. Environments such as Quest Atlantis developed at University of Indiana offer alternative 2D interfaces for low bandwidth conditions. This may provide a more appropriate model. Second Life image: http://www.flickr.com/photos/jokay/782411189/ Quest Atlantis: http:// atlantis.crlt.indiana.edu/
The computing power available on current entry level computers together with improved bandwidth available in many countries has led to many educators considering the use of 3D virtual environments such as Second Life as online learning environments. Such environments are currently unavailable to most university educators and students in Africa because they mostly require fast broadband connections. Environments such as Quest Atlantis developed at University of Indiana offer alternative 2D interfaces for low bandwidth conditions. This may provide a more appropriate model. Second Life image: http://www.flickr.com/photos/jokay/782411189/ Quest Atlantis: http:// atlantis.crlt.indiana.edu/
Ultimately we may need to shift our thinking from a focus on learning environments which are sealed off from the rest of the Web to ecologies of interconnected learning spaces which allow us to reach beyond the walled garden. Next Generation learning Environment: http://www.educause.edu/apps/er/erm06/erm0643.asp
The Computer is the Network: http://farm1.static.flickr.com/129/409982301_1333516f9b.jpg?v=0 Cheap mp3 player: http://www.digitalplanet.co.za/images/PRODUCT/medium/103945.jpg
The Computer is the Network: http://farm1.static.flickr.com/129/409982301_1333516f9b.jpg?v=0 Cheap mp3 player: http://www.digitalplanet.co.za/images/PRODUCT/medium/103945.jpg