What's so great about educational technologies
•
0 likes•434 views
This document discusses the benefits of educational technologies like Web 2.0 and networked learning. Web 2.0 harnesses collective intelligence by enabling user-generated content and participation. Networked learning promotes connections between learners, tutors, and learning resources using information and communication technologies. Personal learning environments and networks allow individuals to get information, share information, self-publish, follow events, and use crowdsourcing to develop autonomous networked learning and participate in the digital society.
Report
Share
Report
Share
![What ’ s so great about educational technologies Benoît Guilbaud @BenGuilbaud [email_address]](https://image.slidesharecdn.com/whatssogreatabouteducationaltechnologies-120225140311-phpapp01/85/What-s-so-great-about-educational-technologies-1-320.jpg)
Recommended
Uni Bridges Workshop: Virtual Learning Environments
The document discusses virtual learning environments and moving beyond traditional schooling towards a network of learning communities. It describes the Uni Bridges network which allows students to connect with each other and La Trobe University, interact with decentralized content, and have informal conversations to support learning. Web 2.0 applications and platforms like flipped classrooms and project-based learning are presented as part of exploring new pedagogies in virtual spaces.
Using Web 2.0 Technologies to Support Student Engagement
This document discusses the use of Web 2.0 technologies to support student engagement. It defines Web 2.0 as technologies that allow users to easily add and change content and collaborate online. Some examples of Web 2.0 technologies mentioned are podcasting, Skype, Voki, Wikis, Google Documents, GoAnimate, and PowToon. For each technology, a brief description is provided along with examples of how it has been used to support learning. One specific example discussed is a podcasting project where students in groups created podcasts to share what they learned from class readings.
Educational technology essentials at viu
This document provides an overview of educational technology tools and strategies at Vancouver Island University (VIU). It describes the basic principles of educational technology used at VIU, including unified login, integration, mobile access, security, and compliance. Specific tools are outlined, such as the learning management system VIULearn, the video platform VIUTube, blogging services, online meeting spaces, and classroom response systems. Instructional strategies are discussed, along with considerations for designing technology-enabled learning, including pedagogical models, social/cultural context, and theory-based design frameworks. Examples are given of how instructors have incorporated technologies into their courses.
English 3.0 Pilot Project
This document summarizes an English 3.0 pilot project conducted using the online learning platform WizIQ. The project aimed to implement collaborative and participatory online learning principles. Over two semesters, students from 14 countries took basic and academic English writing courses facilitated by the instructor. Students learned independently and worked together, accessing open online resources. The pilot highlighted opportunities for extended, customized learning through global interaction and connection.
IEARN Telecollaborative Projects
The presentation presents the following points :
What’s telecollaboration ?
What’s telecollaborative project work ?
What’s IEARN ?
Characteristics of IEARN projects
The Way We Play Project
Steps to start a project on IEARN
Tips for IEARN project management
Saturday , Feb 20th , 2010
El Amria High School .Beni Mellal .Morocco
Mbarek Akaddar http://allsharing.ning.com
Moodle presentation
The document discusses the benefits of Moodle for students, teachers, and parents. For students, Moodle caters to different learning styles, provides opportunities for extension and revision, and appeals to digital natives. For teachers, Moodle provides tools to embed ICT across the curriculum, reduces workload over time, and places responsibility on students and parents. For parents, Moodle supports home-school links and provides a secure environment for information and communication. The document advises teachers to start small by choosing one topic to develop in Moodle rather than putting everything online at once.
Learning with online social networks
Professor Frank Rennie discusses how social networking can be used in education. He outlines several issues related to social networking, including what it is, how it is used, and how it can benefit education. Rennie also discusses different learning approaches that are well-suited to social networking, including associative learning, constructivism, and connectivism. He notes opportunities for further study around topics like complex adaptive systems and the attention economy in the digital age. Overall, Rennie argues that open access to user-generated resources is changing how information is used and that educational technology should exploit pedagogical approaches to enable worthwhile learning experiences through social networking.
Powerpoint presentation on m learning, web based learning and cloud computing
Mobile learning is defined as learning across contexts using personal electronic devices. It allows for instant sharing and feedback anywhere through handheld devices like phones and tablets. Mobile learning enhances student-centered learning and collaboration by replacing textbooks and facilitating online interactions between teachers and students. While it provides benefits like low-cost continuous learning support, mobile learning also faces challenges with connectivity, device limitations, and potential distractions. It represents an evolution of computer-assisted instruction through universal accessibility and easy content updating.
Recommended
Uni Bridges Workshop: Virtual Learning Environments
The document discusses virtual learning environments and moving beyond traditional schooling towards a network of learning communities. It describes the Uni Bridges network which allows students to connect with each other and La Trobe University, interact with decentralized content, and have informal conversations to support learning. Web 2.0 applications and platforms like flipped classrooms and project-based learning are presented as part of exploring new pedagogies in virtual spaces.
Using Web 2.0 Technologies to Support Student Engagement
This document discusses the use of Web 2.0 technologies to support student engagement. It defines Web 2.0 as technologies that allow users to easily add and change content and collaborate online. Some examples of Web 2.0 technologies mentioned are podcasting, Skype, Voki, Wikis, Google Documents, GoAnimate, and PowToon. For each technology, a brief description is provided along with examples of how it has been used to support learning. One specific example discussed is a podcasting project where students in groups created podcasts to share what they learned from class readings.
Educational technology essentials at viu
This document provides an overview of educational technology tools and strategies at Vancouver Island University (VIU). It describes the basic principles of educational technology used at VIU, including unified login, integration, mobile access, security, and compliance. Specific tools are outlined, such as the learning management system VIULearn, the video platform VIUTube, blogging services, online meeting spaces, and classroom response systems. Instructional strategies are discussed, along with considerations for designing technology-enabled learning, including pedagogical models, social/cultural context, and theory-based design frameworks. Examples are given of how instructors have incorporated technologies into their courses.
English 3.0 Pilot Project
This document summarizes an English 3.0 pilot project conducted using the online learning platform WizIQ. The project aimed to implement collaborative and participatory online learning principles. Over two semesters, students from 14 countries took basic and academic English writing courses facilitated by the instructor. Students learned independently and worked together, accessing open online resources. The pilot highlighted opportunities for extended, customized learning through global interaction and connection.
IEARN Telecollaborative Projects
The presentation presents the following points :
What’s telecollaboration ?
What’s telecollaborative project work ?
What’s IEARN ?
Characteristics of IEARN projects
The Way We Play Project
Steps to start a project on IEARN
Tips for IEARN project management
Saturday , Feb 20th , 2010
El Amria High School .Beni Mellal .Morocco
Mbarek Akaddar http://allsharing.ning.com
Moodle presentation
The document discusses the benefits of Moodle for students, teachers, and parents. For students, Moodle caters to different learning styles, provides opportunities for extension and revision, and appeals to digital natives. For teachers, Moodle provides tools to embed ICT across the curriculum, reduces workload over time, and places responsibility on students and parents. For parents, Moodle supports home-school links and provides a secure environment for information and communication. The document advises teachers to start small by choosing one topic to develop in Moodle rather than putting everything online at once.
Learning with online social networks
Professor Frank Rennie discusses how social networking can be used in education. He outlines several issues related to social networking, including what it is, how it is used, and how it can benefit education. Rennie also discusses different learning approaches that are well-suited to social networking, including associative learning, constructivism, and connectivism. He notes opportunities for further study around topics like complex adaptive systems and the attention economy in the digital age. Overall, Rennie argues that open access to user-generated resources is changing how information is used and that educational technology should exploit pedagogical approaches to enable worthwhile learning experiences through social networking.
Powerpoint presentation on m learning, web based learning and cloud computing
Mobile learning is defined as learning across contexts using personal electronic devices. It allows for instant sharing and feedback anywhere through handheld devices like phones and tablets. Mobile learning enhances student-centered learning and collaboration by replacing textbooks and facilitating online interactions between teachers and students. While it provides benefits like low-cost continuous learning support, mobile learning also faces challenges with connectivity, device limitations, and potential distractions. It represents an evolution of computer-assisted instruction through universal accessibility and easy content updating.
Increasing NUS Libraries' Visibility in the Virtual World
Presented at the NUS-SUN University CIO and Digital Library Forum, 19-20 Jul 2007, held at the National University of Singapore (NUS)
Use of Emerging Technologies and transformation of teaching/learning practices
Dick Ng'ambi presented on the use of emerging technologies and the transformation of teaching and learning practices. He outlined challenges of teaching 21st century students, implications of an international dashboard on emerging technologies, and definitions of emerging technologies. He discussed technologies provided by institutions versus those owned by students and the theory of connectivism. Ng'ambi presented results of a South African survey on emerging technologies and provided recommendations, concluding many educators are self-motivated but institutions lack supportive policies to fully utilize emerging technologies' potential to transform teaching and learning.
Teaching and Learning with New and Emerging Technologies
Seminar delivered at the Headmasters and Headmistresses Conference (HMC) on Tuesday 28th September 2010 in London
Learning commons vision
This document outlines a vision for providing equitable access to programs, services, and resources to support diverse learning needs through multiple pathways. It discusses challenges and solutions in creating a physical and virtual learning commons, providing professional development for teachers on educational technologies, and embedding technology into inquiry-based learning. The goal is for students, teachers, and community members to collaborate in learning partnerships that emphasize the learning process.
Distance learning
This document discusses distance learning education for adult women entrepreneurs. It defines distance learning as a method that does not require physical presence, allowing lifelong learning opportunities. It notes there are over 130 million online students globally, with an annual growth rate of around 20% and $23 billion spent annually on distance learning. The document outlines the 5 generations of distance learning and benefits such as flexibility and accessibility. It explores tools for distance learning like educational software and Web 2.0 technologies that enable social interaction and user-generated content. Both positive aspects like open access and negatives are discussed.
Lo teaching techniques
This document discusses different techniques for online teaching according to the level of student interaction. It describes one-alone techniques where students learn on their own from online resources. One-to-one techniques involve communication between one student and teacher, such as learning contracts. One-to-many techniques have communication from one source to multiple people, like lectures. Many-to-many techniques feature interaction between many students, through debates, simulations, and discussion groups. Effective online teaching requires using technical resources and guidance from an instructor to support collaborative learning.
Web based training
This document provides an overview of web-based training. It discusses e-learning and the role of learning management systems. It also outlines the different layers involved in educational technologies, including delivery of materials, media, computational activities, communication modes, and learning phases. The document then delves into specific tools, approaches, and structures for web-based training, as well as the design, production, assessment, and evaluation processes. The overall purpose is to help readers understand how to design effective computer-based training courses.
Digital technology for language teaching and learning
This document discusses the use of digital technology for language teaching and learning. It covers several topics:
- The main difficulties in language learning such as language interference and foreign language anxiety.
- The evolution of computer-assisted language learning (CALL) from drill-and-practice programs to multimedia and web-based resources.
- How web 2.0 technologies like blogs, wikis, and social networks can enhance language learning through communication, collaboration and authentic practice.
- Examples of pedagogy 2.0 applications including creating multimedia, using virtual worlds and games, and accessing open educational resources.
- Some limitations of online language learning related to technology skills, isolation, and lack of physical presence are
Eng2281 session 9 ba(cee)
Blended learning refers to combining face-to-face classroom learning with online learning using technology. It includes both synchronous activities like video conferencing and asynchronous activities like online discussion forums. Blended learning allows for learning at different times and places and can bring together learners from different cultures. Key principles are separating the teacher and technology roles and using technology to enhance face-to-face learning. Popular technologies discussed for blended learning include Moodle, social networking sites, and tools for sharing photos and presentations.
Web based learning [autosaved]
Web based learning uses the internet to deliver educational content and programs online. It allows students to be flexible with their schedule and learn at their own pace. Key features include flexibility of time and place, access to real world examples online, lower costs than traditional classrooms, and equal access for those with disabilities. While it provides many resources, access to appropriate technology and infrastructure can be challenges, and students can feel isolated without in-person interaction.
Michael Fegan
The document summarizes MediaMatrix, a digital media platform developed by MATRIX at Michigan State University. It has 16 full-time employees from various fields working on digital library research and tools to make digital media more accessible, usable, and interactive. MediaMatrix allows users to segment, annotate, and organize audio and video clips and create online publications. It has been used in writing and history courses at Tufts University and MSU. The conclusion emphasizes that accessibility requires helping users understand and educate with content, not just retrieve it, and users can generate metadata to provide context.
EMERGING TECHNOLOGIES IN TEACHING AND LEARNING
This document discusses how networked learning environments are transforming education through personalized and social learning opportunities. It provides examples of social networking tools, online language learning communities, virtual tutoring services, and other digital resources that allow learners to connect, participate, and learn at their own pace. The focus is on creating a more personalized, interactive, and collaborative model of education through technology and online networks.
Technologies used in CALL
This document discusses computer-assisted language learning (CALL) and the role of technology in language teaching and learning. It defines CALL and describes how the technologies used have evolved from traditional tools like blackboards, audio tapes, and video tapes to current tools like computers, the internet, and mobile devices. It categorizes technologies as either software programs or internet-based activities and provides examples of each. It emphasizes that technology plays an essential role in lesson development by supporting the three elements of teaching - academic content, teaching methods, and student assessment.
Distance education
Distance education is education that takes place when the source of information and the learners are separated by physical distance, typically using the internet. It allows students to learn at their own pace without attending traditional in-person classes. There are three main models of distance education: correspondence which involves limited collaboration, multimedia which uses television and radio networks, and flexible learning which allows students worldwide to access materials at the same time through various technologies. Distance education has advantages like lower costs, flexibility, and the ability to learn from anywhere in the world, but also disadvantages such as lack of immediate feedback and social interaction compared to traditional classrooms.
Digital Learning Resources
Lecture in the educational technology course for Erasmus exchange students. Tallinn University, 8 November 2012.
REVISING THE USE OF TECHNOLOGY IN THE ENGLISH CLASS
REVISING THE USE OF TECHNOLOGY IN THE ENGLISH CLASSPENT Proyecto Educación y Nuevas Tecnologías - FLACSO Argentina
The document discusses the use of technology in English language teaching (ELT), including:
- Early uses of technology like tape recorders and language labs, as well as early computer-assisted language learning (CALL) programs.
- How CALL has evolved to embrace Internet and web-based tools, and how information and communication technologies (ICT) will become more integrated into ELT.
- Examples of ICT tools like websites, email, chat, and their uses for language learning through tasks, communication, and collaboration.
- Web 2.0 and how it facilitates user-generated content and collective/social learning online.
- Benefits of blending technology into ELT like bringing authentic materials andEng 204 sunumu
E-learning involves electronically supported learning and teaching using information and communication technologies. It can take place inside or outside the classroom and includes methods like online courses, virtual learning, and digital collaboration. Content is delivered via the internet, intranet, video, audio, or CD-ROM, and can be self-paced or instructor-led using media like text, images, animation, and video. Social learning and networking have also become important aspects of e-learning, allowing students to learn from each other.
Barry orientation 1
Online instructing refers to any instruction that takes place over a computer network, most commonly the internet. It uses software that allows students and teachers to communicate asynchronously through email and discussion forums or synchronously through chat functions.
Online teaching most often occurs in distance education where learners and instructors are in different locations. However, it is increasingly being used in blended or hybrid courses that have both online and in-person components.
As compared to traditional classrooms, online instruction is time, distance, and device independent; interactive through various synchronous and asynchronous tools; utilizes multi-media elements; is open for students to access global information; and fosters a learner-centered democratic environment where students influence their learning.
Final ict
This chapter discusses a project where graduate students developed a Web 2.0 learning community in a virtual learning environment to help improve their skills for professional performance in English. The Google community led to intensive language interaction, confidence building, meaningful learning, and project management skills. User-friendliness and interaction were strengths. The authors argue that being able to learn quickly in diverse, changing environments is important for employees. Results showed the relevance of acquiring both language and intercultural competences for professional tasks. Teachers must consider that language is a tool and interpersonal sensitivity is most important for communication, though English is the international lingua franca. Web 2.0 tools like Google groups can heighten electronic communication and motivate multiple language uses.
Exploring the use of web 2 2012
This document discusses using Web 2.0 technologies to enhance learning in the classroom. It provides an overview of Web 2.0, why it should be used in education, and details a project where teachers explored using Web 2.0 tools like Edmodo. The project involved setting up an online classroom space using Edmodo, introducing students to it, and using it to extend classroom activities. Teachers found it enhanced communication and engagement while reinforcing effective pedagogy.
Engaging students
The document discusses how emerging web technologies can be harnessed to engage students in online learning. Web 2.0 focuses on user-generated content and collaboration, allowing for student-centered learning environments. New technologies complement rather than replace traditional learning. Tools like blogs, wikis, and social networking can encourage collaboration, communication, and project-based learning when incorporated into online course design. Considering individual learning needs, instructors should provide interactive learning opportunities using varied strategies and chunk information appropriately for different devices.
Web 2.0 기술과 영어교육 연구동향
The document summarizes the 2012 Annual Conference of English Education. It discusses the trends in research on Web 2.0 and English education, with a focus on data-driven learning, social networking, virtual worlds/mashups, and digital storytelling. Key concepts and applications of each area are defined. Examples of relevant journals, conferences, and studies are also provided. The document aims to inform English educators on how to best teach and conduct research using optimal CALL environments.
More Related Content
What's hot
Increasing NUS Libraries' Visibility in the Virtual World
Presented at the NUS-SUN University CIO and Digital Library Forum, 19-20 Jul 2007, held at the National University of Singapore (NUS)
Use of Emerging Technologies and transformation of teaching/learning practices
Dick Ng'ambi presented on the use of emerging technologies and the transformation of teaching and learning practices. He outlined challenges of teaching 21st century students, implications of an international dashboard on emerging technologies, and definitions of emerging technologies. He discussed technologies provided by institutions versus those owned by students and the theory of connectivism. Ng'ambi presented results of a South African survey on emerging technologies and provided recommendations, concluding many educators are self-motivated but institutions lack supportive policies to fully utilize emerging technologies' potential to transform teaching and learning.
Teaching and Learning with New and Emerging Technologies
Seminar delivered at the Headmasters and Headmistresses Conference (HMC) on Tuesday 28th September 2010 in London
Learning commons vision
This document outlines a vision for providing equitable access to programs, services, and resources to support diverse learning needs through multiple pathways. It discusses challenges and solutions in creating a physical and virtual learning commons, providing professional development for teachers on educational technologies, and embedding technology into inquiry-based learning. The goal is for students, teachers, and community members to collaborate in learning partnerships that emphasize the learning process.
Distance learning
This document discusses distance learning education for adult women entrepreneurs. It defines distance learning as a method that does not require physical presence, allowing lifelong learning opportunities. It notes there are over 130 million online students globally, with an annual growth rate of around 20% and $23 billion spent annually on distance learning. The document outlines the 5 generations of distance learning and benefits such as flexibility and accessibility. It explores tools for distance learning like educational software and Web 2.0 technologies that enable social interaction and user-generated content. Both positive aspects like open access and negatives are discussed.
Lo teaching techniques
This document discusses different techniques for online teaching according to the level of student interaction. It describes one-alone techniques where students learn on their own from online resources. One-to-one techniques involve communication between one student and teacher, such as learning contracts. One-to-many techniques have communication from one source to multiple people, like lectures. Many-to-many techniques feature interaction between many students, through debates, simulations, and discussion groups. Effective online teaching requires using technical resources and guidance from an instructor to support collaborative learning.
Web based training
This document provides an overview of web-based training. It discusses e-learning and the role of learning management systems. It also outlines the different layers involved in educational technologies, including delivery of materials, media, computational activities, communication modes, and learning phases. The document then delves into specific tools, approaches, and structures for web-based training, as well as the design, production, assessment, and evaluation processes. The overall purpose is to help readers understand how to design effective computer-based training courses.
Digital technology for language teaching and learning
This document discusses the use of digital technology for language teaching and learning. It covers several topics:
- The main difficulties in language learning such as language interference and foreign language anxiety.
- The evolution of computer-assisted language learning (CALL) from drill-and-practice programs to multimedia and web-based resources.
- How web 2.0 technologies like blogs, wikis, and social networks can enhance language learning through communication, collaboration and authentic practice.
- Examples of pedagogy 2.0 applications including creating multimedia, using virtual worlds and games, and accessing open educational resources.
- Some limitations of online language learning related to technology skills, isolation, and lack of physical presence are
Eng2281 session 9 ba(cee)
Blended learning refers to combining face-to-face classroom learning with online learning using technology. It includes both synchronous activities like video conferencing and asynchronous activities like online discussion forums. Blended learning allows for learning at different times and places and can bring together learners from different cultures. Key principles are separating the teacher and technology roles and using technology to enhance face-to-face learning. Popular technologies discussed for blended learning include Moodle, social networking sites, and tools for sharing photos and presentations.
Web based learning [autosaved]
Web based learning uses the internet to deliver educational content and programs online. It allows students to be flexible with their schedule and learn at their own pace. Key features include flexibility of time and place, access to real world examples online, lower costs than traditional classrooms, and equal access for those with disabilities. While it provides many resources, access to appropriate technology and infrastructure can be challenges, and students can feel isolated without in-person interaction.
Michael Fegan
The document summarizes MediaMatrix, a digital media platform developed by MATRIX at Michigan State University. It has 16 full-time employees from various fields working on digital library research and tools to make digital media more accessible, usable, and interactive. MediaMatrix allows users to segment, annotate, and organize audio and video clips and create online publications. It has been used in writing and history courses at Tufts University and MSU. The conclusion emphasizes that accessibility requires helping users understand and educate with content, not just retrieve it, and users can generate metadata to provide context.
EMERGING TECHNOLOGIES IN TEACHING AND LEARNING
This document discusses how networked learning environments are transforming education through personalized and social learning opportunities. It provides examples of social networking tools, online language learning communities, virtual tutoring services, and other digital resources that allow learners to connect, participate, and learn at their own pace. The focus is on creating a more personalized, interactive, and collaborative model of education through technology and online networks.
Technologies used in CALL
This document discusses computer-assisted language learning (CALL) and the role of technology in language teaching and learning. It defines CALL and describes how the technologies used have evolved from traditional tools like blackboards, audio tapes, and video tapes to current tools like computers, the internet, and mobile devices. It categorizes technologies as either software programs or internet-based activities and provides examples of each. It emphasizes that technology plays an essential role in lesson development by supporting the three elements of teaching - academic content, teaching methods, and student assessment.
Distance education
Distance education is education that takes place when the source of information and the learners are separated by physical distance, typically using the internet. It allows students to learn at their own pace without attending traditional in-person classes. There are three main models of distance education: correspondence which involves limited collaboration, multimedia which uses television and radio networks, and flexible learning which allows students worldwide to access materials at the same time through various technologies. Distance education has advantages like lower costs, flexibility, and the ability to learn from anywhere in the world, but also disadvantages such as lack of immediate feedback and social interaction compared to traditional classrooms.
Digital Learning Resources
Lecture in the educational technology course for Erasmus exchange students. Tallinn University, 8 November 2012.
REVISING THE USE OF TECHNOLOGY IN THE ENGLISH CLASS
REVISING THE USE OF TECHNOLOGY IN THE ENGLISH CLASSPENT Proyecto Educación y Nuevas Tecnologías - FLACSO Argentina
The document discusses the use of technology in English language teaching (ELT), including:
- Early uses of technology like tape recorders and language labs, as well as early computer-assisted language learning (CALL) programs.
- How CALL has evolved to embrace Internet and web-based tools, and how information and communication technologies (ICT) will become more integrated into ELT.
- Examples of ICT tools like websites, email, chat, and their uses for language learning through tasks, communication, and collaboration.
- Web 2.0 and how it facilitates user-generated content and collective/social learning online.
- Benefits of blending technology into ELT like bringing authentic materials andEng 204 sunumu
E-learning involves electronically supported learning and teaching using information and communication technologies. It can take place inside or outside the classroom and includes methods like online courses, virtual learning, and digital collaboration. Content is delivered via the internet, intranet, video, audio, or CD-ROM, and can be self-paced or instructor-led using media like text, images, animation, and video. Social learning and networking have also become important aspects of e-learning, allowing students to learn from each other.
Barry orientation 1
Online instructing refers to any instruction that takes place over a computer network, most commonly the internet. It uses software that allows students and teachers to communicate asynchronously through email and discussion forums or synchronously through chat functions.
Online teaching most often occurs in distance education where learners and instructors are in different locations. However, it is increasingly being used in blended or hybrid courses that have both online and in-person components.
As compared to traditional classrooms, online instruction is time, distance, and device independent; interactive through various synchronous and asynchronous tools; utilizes multi-media elements; is open for students to access global information; and fosters a learner-centered democratic environment where students influence their learning.
What's hot (18)
Increasing NUS Libraries' Visibility in the Virtual World
Increasing NUS Libraries' Visibility in the Virtual World
Use of Emerging Technologies and transformation of teaching/learning practices
Use of Emerging Technologies and transformation of teaching/learning practices
Teaching and Learning with New and Emerging Technologies
Teaching and Learning with New and Emerging Technologies
Digital technology for language teaching and learning
Digital technology for language teaching and learning
REVISING THE USE OF TECHNOLOGY IN THE ENGLISH CLASS
REVISING THE USE OF TECHNOLOGY IN THE ENGLISH CLASS
Similar to What's so great about educational technologies
Final ict
This chapter discusses a project where graduate students developed a Web 2.0 learning community in a virtual learning environment to help improve their skills for professional performance in English. The Google community led to intensive language interaction, confidence building, meaningful learning, and project management skills. User-friendliness and interaction were strengths. The authors argue that being able to learn quickly in diverse, changing environments is important for employees. Results showed the relevance of acquiring both language and intercultural competences for professional tasks. Teachers must consider that language is a tool and interpersonal sensitivity is most important for communication, though English is the international lingua franca. Web 2.0 tools like Google groups can heighten electronic communication and motivate multiple language uses.
Exploring the use of web 2 2012
This document discusses using Web 2.0 technologies to enhance learning in the classroom. It provides an overview of Web 2.0, why it should be used in education, and details a project where teachers explored using Web 2.0 tools like Edmodo. The project involved setting up an online classroom space using Edmodo, introducing students to it, and using it to extend classroom activities. Teachers found it enhanced communication and engagement while reinforcing effective pedagogy.
Engaging students
The document discusses how emerging web technologies can be harnessed to engage students in online learning. Web 2.0 focuses on user-generated content and collaboration, allowing for student-centered learning environments. New technologies complement rather than replace traditional learning. Tools like blogs, wikis, and social networking can encourage collaboration, communication, and project-based learning when incorporated into online course design. Considering individual learning needs, instructors should provide interactive learning opportunities using varied strategies and chunk information appropriately for different devices.
Web 2.0 기술과 영어교육 연구동향
The document summarizes the 2012 Annual Conference of English Education. It discusses the trends in research on Web 2.0 and English education, with a focus on data-driven learning, social networking, virtual worlds/mashups, and digital storytelling. Key concepts and applications of each area are defined. Examples of relevant journals, conferences, and studies are also provided. The document aims to inform English educators on how to best teach and conduct research using optimal CALL environments.
Term 2 e learning
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
Term 2 e learning
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
Basic idea on ict in education
This document discusses integrating information and communications technology (ICT) into education. It defines ICT and explains that today's students are digital natives who are visual learners and multi-taskers. ICT allows for more flexible, interactive, and engaging learning when tools like email, chat, blogs, and wikis are used. Both benefits and shortcomings of incorporating ICT are outlined. The document provides examples of common ICT tools and how they can be implemented in the classroom. It emphasizes developing students' digital literacy and using appropriate tools to enhance communication and collaboration.
The value of collaborative learning in educating the
Sharing knowledge, resources and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use, and the need for educational practices to bridge this divide by incorporating technologies students use outside of school.
The value of collaborative learning in educating the
Sharing knowledge, resources, and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use. It also addresses the importance of collaboration between educators in integrating technology into classrooms and bridging gaps between students' in-school and out-of-school technology habits.
Adama day 1_done
1. Choose learning aims and appropriate online materials to meet those aims. Evaluate materials based on criteria like source and content.
2. Develop structured tasks to guide students' use of the materials, such as having students do a word association activity, listen to a video while answering questions, and discuss and reflect on the content in a follow-up blog.
3. Select appropriate tools to implement the tasks, like using an online form for word association, embedding a video in a course blog for listening, and having students comment on the blog and later discuss in class. The tasks should recycle language and skills.
ICT in Research (EHU Presentation)
This document discusses how digital technologies can be used to enhance English language teaching. It describes "digital natives" as students born into the digital world who are fluent in new technologies, while teachers are often "digital immigrants" who have adopted technologies but not at the same level. It argues that teachers need to update their methods to engage digital native students. It provides examples of how various Web 2.0 tools like YouTube, podcasts, blogs, wikis and digital storytelling can be used to make language learning more interactive, collaborative and motivating for students.
Web2 Seminar
This is a presentation by the Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. Advances in information and communication technology, especially the rapid developments in social technology such as wikis, blogs, social bookmarking, etc. have opened up new opportunities as well as challenges to education in schools as well as human resource development and training in public and business sectors. In the seminar, a group of experts introduce recent developments in learning technology and how these have been applied in different educational and human resource development contexts internationally and locally.
Edtech ppt
This document discusses issues in integrating technology into language education. It begins by introducing how technology is changing education and debates around its impact. It then outlines key issues like how to infuse technology considering cognitive and sociocognitive approaches. It also discusses advantages like preparing students for communication, and disadvantages like costs and uncertainty. Factors hindering integration include financial barriers, availability of hardware/software, and acceptance of change. Essential conditions for implementation are also presented, such as shared vision, access, skilled educators, and assessment.
Using Web Tools To Enhance Teaching & Learning
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
Using Web Tools To Enhance Teaching & Learning
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
Understanding the basic concepts in ict
The document provides an introduction to teaching and learning with technology. It defines key terms related to information and communication technology (ICT) such as technology, digital literacy, educational technology, online and offline digital tools. It also discusses concepts like instructional technology, productivity tools, and web-based tools like blogs, wikis and webquests. The document aims to give readers a clear understanding of basic ICT concepts and terms to effectively communicate about technology in education.
Report Of Web2 Application
The document discusses using web2 applications to facilitate distance education. Web2 allows for increased interactivity as it enables many people to publish and share information in different formats. This matches well with the key features of distance education, such as interaction between students and instructors regardless of location or time. Some examples of web2 applications that could be used include social networks, wikis, podcasts, and polling tools to engage students and encourage collaboration and sharing of information. Research discussed found that web2-enabled learning will be more learner-driven, mobile, social, and lead to new forms of certification. A personalized teaching system based on web2 was also proposed.
Online Assignment
This document discusses concepts of online learning and eTwinning. It defines online learning as a form of distance education where courses are delivered over the Internet. eTwinning allows schools to partner and collaborate on projects using ICT. It has grown significantly since being launched in 2005, now involving over 170,000 teachers and 90,000 schools. The document also discusses advantages and disadvantages of online learning, characteristics of synchronous and asynchronous learning, communication methods, and how to create an email or blog.
Wikis in the efl classroom.
A new breed of collaborative,
knowledge-building tools.
Downes, S. (2006). Learning networks and
connective knowledge.
Shetzer, H., & Warschauer, M. (2000). An
electronic literacy approach to network-based
language teaching.
Pegrum, M. (2009). From blogs to bombs: The
future of digital technologies in education.
Warschauer, M. (1997). Computer-mediated
collaborative learning: Theory and practice.
38
Written assignment
This document discusses the use of blogs in foreign language education. It describes how blogs can be used in three ways: as a teacher's website for students, as individual writing spaces for students, and as collaborative class writing spaces. Blogs have the potential to increase student motivation, provide authentic experiences, encourage collaboration, and enhance technological literacy. However, guided instruction is still important when using blogs for language learning. The future of technology in language education may include more online and blended training that combines virtual learning environments with Web 2.0 tools.
Similar to What's so great about educational technologies (20)
The value of collaborative learning in educating the
The value of collaborative learning in educating the
The value of collaborative learning in educating the
The value of collaborative learning in educating the
More from Benoît Guilbaud
AULC 2019 LSP special interest group meeting
These are the slides presented at the LSP special interest group meeting during the 2019 conference of the Association of Language Communities in the UK and Ireland. King's College London, 10-11 January 2019.
Teaching practice in LSP and beyond
These slides accompany the afternoon presentation and workshop given on 27th January at Masaryk University Language Centre in Brno, Czech Republic.
https://www.cjv.muni.cz/cs/benoit-guibaud-2/
LSP in the UK & medical language teaching in Manchester
These slides accompany the morning presentation and workshop given on 27th January at Masaryk University Language Centre in Brno, Czech Republic.
https://www.cjv.muni.cz/cs/benoit-guilbaud-1/
Twitter for language tutors
These slides were used during the workshop 'Twitter for language tutors' delivered at the Sussex Centre for Language Studies at the University of Sussex on 24th January 2017.
Teaching with audio visual resources
These slides complement the session “Teaching with audio-visual resources” delivered on 13th September 2013, at the University of Manchester.
Connected Practice - A language tutor journey through digital and networked t...
These are the slides from my closing plenary keynote at the 10th LLAS elearning symposium in Southampton, January 2015.
Abstract:
This presentation will discuss the notion of connected practice in language teaching and learning, drawing upon the speaker’s experiences as a language tutor in Higher Education. It will adopt a double focus, looking at teaching practice as well as professional development, and how these two areas are interconnected. It will aim at providing practitioners with ideas and approaches to support themselves in their teaching and in their own professional development.
The speaker will look at how technology has evolved from being a tool serving a set pedagogical purpose to becoming a defining pedagogical element underpinning the current shift to connectivist learning principles observed in language teaching.
Practical examples of networked learning will be discussed, on topics including the use of Twitter and blogging for professional development, and their possible applications to teaching, and the use of open discussion forums to encourage students to engage in open learning, reflexivity and critical thinking. Further examples will include collaborative vocabulary learning activities using Google documents and the production of open education resources.
The presentation will conclude with reflexions on the role of the language tutor in the current context, suggesting the need to position oneself as a networked practitioner and life-long learner in order to transmit a learning ethos to present and future students.
What's so special about LSP? (Languages for Specific Purposes)
Slides relating to the following presentation:
Guilbaud, B., Kantus, M. and Tual, D., 2015. What's so special about LSP? (Languages for Specific Purposes). In: Superdiversity in Language Centres, AULC Conference 2015, Cambridge University, 8-9th January 2015.
Abstract:
Languages for Specific purposes (LSP) are frequently regarded as a sub-category of language teaching, considered to differ from general courses only by presenting a specific terminological focus. Whilst extensive research has been conducted in the field of English for Specific Purposes (ESP), the area of language teaching for specific purposes within other modern foreign languages remains largely to be explored. Within this remit, this presentation sets out to provide a clearer definition of LSP and to establish a more comprehensive set of characteristics. Looking at a national context of increasingly diverse demand from our students and their prospective employers, the speakers will reflect on the role LSP can play alongside general language courses. The multi-faceted dimension of LSP courses will be considered, from their linguistic features to the social and cultural elements they should include. Issues surrounding course design and materials will be also be discussed. Finally, this will lead to a reflection around the tutor’s role and considerations of other practical issues surrounding LSP courses. Examples from existing provisions including engineering and medical language courses, respectively at Cambridge and Manchester Universities, will be used to illustrate some of the points above.
Bring your own vocabulary: Engaging students in vocabulary learning with mobi...
Slides presented at the 7th biennal LLAS conference entitled "Reshaping Languages in Higher Education Conference 2014".
Teaching with audio visual resources
These slides complement the session “Teaching with audio-visual resources” delivered on 13th September 2013, at the University of Manchester.
Bring your own vocabulary: Engaging students in vocabulary learning with mobi...
Slides presented at the Innovative Language Teaching and Learning at University: Enhancing the Learning Experience through Student Engagement conference.
Friday, 28th June 2013 School of Arts, Languages and Cultures University of Manchester Manchester Conference Centre.
Abstract:
Higher Education practitioners are facing great challenges in the current economic climate. One is ensuring that students remain deeply engaged in their learning experience. Another is equipping them with a set of skills that will enable them to thrive in a context where “the connections that enable us to learn more are more important than our current state of knowing” (Siemens, 2005).
Over the last decade, connectivist learning theories (Siemens, 2005; Kop & Hill, 2008) have demonstrated that digital literacy (Martin & Madigan, 2006) and participatory literacy (Jenkins, 2006) are essential to the development of students as lifelong learners and engaged citizens.
This presentation reports on the deployment of a learning system which is designed to foster vocabulary building through collaborative processes. It utilises tasks which contribute to Open Educational Resources (OER) (Casserly & Smith, 2008).
This system combines the collaborative productivity application Google Drive© and the cross-platform, web 2.0-enabled vocabulary-building application Quizlet©. The speaker will outline how this student-led, tutor-curated learning system was used to complement and expand on an existing vocabulary-building application.
Areas such as the impact on students’ learning experiences and their views on mobile and bring-your-own-device (BYOD) learning (Craig, 2011), will be explored. Attitudes towards Open Educational Resources and likelihood of further contributing to them will also receive particular attention in this presentation.
Using video in language teaching
Slides used during Teacher Development Forum at the University of Manchester, 19th April 2013
Complementary resources available at: http://benguilbaud.com/resources/working-with-video/using-video-in-language-teaching-190413/
Making discussion forums work
These are the slides accompanying my presentation "Making discussions forums work" at the University of Manchester on 2nd November 2012.
They might be of interest to language and translation teachers looking for ideas to get their discussion forums off the ground.
Please check the provisional proposed model and add your comments at: http://bit.ly/QYIozR
Engaging low level learners
This is a presentation on how to engage beginners and low-level language learners which I gave on 31 October 2012 at the University of Manchester.
A review of staff engagement with digital technologies on an undergraduate la...
Slides presented at the LLAS conference Language Futures - Languages in Higher Education conference 2012, Edinburgh, 6/7/2012.
Using Online Asynchronous Discussions for Peer-Feedback
Slides presented at the international conference Langages – Cultures – Sociétés : interrogations didactiques 20, 21 & 22 June 2012
Université Paris 3 – Sorbonne Nouvelle-‐ DILTEC (EA 2288)
Some rights reserved - Benoît Guilbaud 2012
Using Twitter - An Introduction
The document provides an introduction to using Twitter. It discusses that Twitter allows users to share short messages called tweets that are limited to 140 characters and can include links. It also discusses how Twitter allows users to build a personalized feed by following other users and sources. Finally, it suggests that Twitter can be a useful resource for research, teaching and impact activities in academia, despite its brevity, by allowing sharing of resources and conversations.
Education et nouvelles technologies - French 6th Form Day 2012
Nouvelles Technologies et Education
Présentation donnée lors du 'French 6th Form Day 2012' à Manchester Metropolitan, UK.
Benoît Guilbaud
French Language Tutor
Manchester Metropolitan University
Twitter : @benguilbaud
Cette présentation étudiera l’état des nouvelles technologies en France et leur rapport avec le système éducatif français. Quels dévelopments ont permis d’en arriver à la situation actuelle, et quelles sont les tendances et réussites actuelles ? Nous explorerons également les pistes pour de futurs dévélopements des technologies éducatives.
L’école est obligatoire en France depuis les lois Ferry de 1881 et 1882. Depuis lors, les méthodes employées ont beaucoup évloué, ainsi que les moyens mis en œuvre. Avec l’avénement des technologies numériques, les méthodes d’enseignement employées en classe changent de plus en plus rapidement. Ces changements vont-ils durer ? Dans quelle mesure peut-on parler d’effet de mode ?
Cette présentation s’attardera sur quelques exemples de technologies utilisées dans l’enseignement ainsi que sur les motifs de leur déploiement. A quoi prépare-t-on les élèves de nos jours ? Comment les changements du monde sont-ils reflétés dans le système éducatif ? Le sont-ils systématiquement ? Quels sont les prochains défis auxquels l’Education Nationale va devoir faire face ?
Working with Video in the Language Classroom
These slides complement the session "Working with Video in the Language Classroom" organised by FILTA and Manchester Metropolitan University on 28th February 2012.
Using Social Media for Peer Feedback in a Translation Class
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
Creating a podcast
These slides complement the 'Creating a podcast' workshop, organized by the Film In Language Teaching Association and Manchester Metropolitan University.
www.benguilbaud.com
More from Benoît Guilbaud (20)
LSP in the UK & medical language teaching in Manchester
LSP in the UK & medical language teaching in Manchester
Connected Practice - A language tutor journey through digital and networked t...
Connected Practice - A language tutor journey through digital and networked t...
What's so special about LSP? (Languages for Specific Purposes)
What's so special about LSP? (Languages for Specific Purposes)
Bring your own vocabulary: Engaging students in vocabulary learning with mobi...
Bring your own vocabulary: Engaging students in vocabulary learning with mobi...
Bring your own vocabulary: Engaging students in vocabulary learning with mobi...
Bring your own vocabulary: Engaging students in vocabulary learning with mobi...
A review of staff engagement with digital technologies on an undergraduate la...
A review of staff engagement with digital technologies on an undergraduate la...
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Education et nouvelles technologies - French 6th Form Day 2012
Education et nouvelles technologies - French 6th Form Day 2012
Using Social Media for Peer Feedback in a Translation Class
Using Social Media for Peer Feedback in a Translation Class
Recently uploaded
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in Education
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
CACJapan - GROUP Presentation 1- Wk 4.pdf
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.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
What's so great about educational technologies
- 1. What ’ s so great about educational technologies Benoît Guilbaud @BenGuilbaud [email_address]
- 2. Web 2.0 What? How? Why?
- 3. Web 2.0
- 10. Personal Learning Environment (PLE)
- 11. Personal Learning Network (PLN)
- 12. Personal Learning Network (PLN) Twitter
- 16. Benoît Guilbaud @BenGuilbaud [email_address] What ’ s so great about educational technologies