My presentation from a conference called Pathways Towards a Shared Future: Changing Roles of Higher Education in a Globalized World that UN University and UNESCO has jointly convened in Tokyo.
Making a difference with technology-enhanced learning - Scott Hibberson and S...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contribution from Sue Watling, academic adviser - technology enhanced learning, University of Hull.
In this session there will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Liverpool, 21 June 2016.
Open Education Models for Digital Skills in Higher EducationDiana Andone
Presentation at the Visionary Leadership for Digital Transformation Forum, 24-25 May 2017, Paris
organised by UNESCO, ICDE, and D-Transform Projecthttps://www.icde.org/index.php?option=com_jevents&task=icalrepeat.detail&evid=124&Itemid=177&year=2017&month=05&day=24&title=visionary-leadership-for-digital-transformation&uid=3768a6eceb5c8ad98257f39ac0c21a2a
In order to better integrate OERs and MOOCs in traditional higher education on a large scale and maybe to use MOOCs as a method to offer new training opportunities to the business world, universities need to adopt clear policies on the accreditation of MOOCs and OERs. The three models proposed for the integration of MOOCs and OERs need to be included in university policies. The lessons learned until now show that a strategic approach, involving policies and quality validation are important but that clear guidelines and support also need to be given to professors and students, for universities to be more influential in the digital world.
Today's students will learn independently and digitally throughout their lives. They will therefore need to develop a robust set of Open Life Long Learning Student skills. When they graduate, they will need to be ready to identify, access, learn, analyse, apply and practice new knowledge using different media, information channels, and communication tools to enhance their skills and develop their careers. But does traditional higher education prepare them for this? Do we use models, methods and tools for learning and knowledge acquisition that will develop their skills as creative, independent, confident learners? Are they equipped for learning in a classroom-less society throughout their lives?
My presentation from a conference called Pathways Towards a Shared Future: Changing Roles of Higher Education in a Globalized World that UN University and UNESCO has jointly convened in Tokyo.
Making a difference with technology-enhanced learning - Scott Hibberson and S...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contribution from Sue Watling, academic adviser - technology enhanced learning, University of Hull.
In this session there will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Liverpool, 21 June 2016.
Open Education Models for Digital Skills in Higher EducationDiana Andone
Presentation at the Visionary Leadership for Digital Transformation Forum, 24-25 May 2017, Paris
organised by UNESCO, ICDE, and D-Transform Projecthttps://www.icde.org/index.php?option=com_jevents&task=icalrepeat.detail&evid=124&Itemid=177&year=2017&month=05&day=24&title=visionary-leadership-for-digital-transformation&uid=3768a6eceb5c8ad98257f39ac0c21a2a
In order to better integrate OERs and MOOCs in traditional higher education on a large scale and maybe to use MOOCs as a method to offer new training opportunities to the business world, universities need to adopt clear policies on the accreditation of MOOCs and OERs. The three models proposed for the integration of MOOCs and OERs need to be included in university policies. The lessons learned until now show that a strategic approach, involving policies and quality validation are important but that clear guidelines and support also need to be given to professors and students, for universities to be more influential in the digital world.
Today's students will learn independently and digitally throughout their lives. They will therefore need to develop a robust set of Open Life Long Learning Student skills. When they graduate, they will need to be ready to identify, access, learn, analyse, apply and practice new knowledge using different media, information channels, and communication tools to enhance their skills and develop their careers. But does traditional higher education prepare them for this? Do we use models, methods and tools for learning and knowledge acquisition that will develop their skills as creative, independent, confident learners? Are they equipped for learning in a classroom-less society throughout their lives?
[EADTU OPEN VM WEBINAR] Presentation Eveliina PermiEADTU
Joint Curricula and Integrated Mobility: Master's Degree Programme in Comparative Social Policy presented by Eveliina Permi, Tampere University (Finland) on Thursday 18 June 2020
Rosanna de Rosa, from UNINA, presented the philosophy and challenges behind the EMMA EU project and MOOC platform developed with the idea of accommodating diversity through multilingualism. Darco Jansen, from EADTU (European Association of Distance Teaching Universities), talked about Europe’s response to MOOC opportunities. His presentation highlighted the main difference with U.S. and discussed the consequences for didactical and pedagogical approaches regarding the different contexts.
Using Twitter in (Higher) Education: IntroductionMatt Lingard
Intro & Twitter Basics slides from ALT Twitter workshop May 4th 2010, Nottingham NCSL. It was followed by: Twitter Advanced http://blogs.kingston.ac.uk/twitter/2010/05/03/alt-twitter-workshop/
Workshop links: http://delicious.com/tag/twalt
[EADTU OPEN VM WEBINAR] Presentation Eveliina PermiEADTU
Joint Curricula and Integrated Mobility: Master's Degree Programme in Comparative Social Policy presented by Eveliina Permi, Tampere University (Finland) on Thursday 18 June 2020
Rosanna de Rosa, from UNINA, presented the philosophy and challenges behind the EMMA EU project and MOOC platform developed with the idea of accommodating diversity through multilingualism. Darco Jansen, from EADTU (European Association of Distance Teaching Universities), talked about Europe’s response to MOOC opportunities. His presentation highlighted the main difference with U.S. and discussed the consequences for didactical and pedagogical approaches regarding the different contexts.
Using Twitter in (Higher) Education: IntroductionMatt Lingard
Intro & Twitter Basics slides from ALT Twitter workshop May 4th 2010, Nottingham NCSL. It was followed by: Twitter Advanced http://blogs.kingston.ac.uk/twitter/2010/05/03/alt-twitter-workshop/
Workshop links: http://delicious.com/tag/twalt
Slides for the first LSE Centre for Learning Technology, Writing for Blogs Workshop on Wednesday 2nd March 2011.
A 90-minute session with discussion and practical writing exercises
http://www.diigo.com/list/mattlingard/writing-for-blogs
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
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
Introduction to Educational TechnologyZanele Nkomo
This slideshow will help give insight on how as teachers we can use technology to our advantage and enhance teaching and learning.
Similar to What's Wrong with Web2.0? The challenges facing library staff & students in realising the potential of social media & social networking (20)
Digital Footprints: Using the Internet to enhance your career prospectsMatt Lingard
Presentation slides for the LSE Careers Service / LSE Centre for Learning Technology Workshop 25/01/2010. Related links: http://delicious.com/lsecareers/DigitalFootprint
E-learning Examples from LSE LanguagesMatt Lingard
A short presentation given at a Staff Development session at Imperial College on Tuesday 3rd March 2009 - Developments in e-Learning at Imperial: The Department of Humanities
An LSE Careers Service / Centre for Learning Technology presentation to LSE students on how to take advantage of your digital footprint and what to be careful about.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
8. % libraries using selected technologies for library
instruction
Audio / Video / Screen capture 48%
Interactive Content 45%
RSS 16%
Wikis 6%
Social Bookmarking 6%
Social Networking 3%
Bobish (2010) Instruction 2.0 What are we actually doing?
2008 Survey of US ARL library websites
9. “…increasing set of tools & services that
have become generally accepted and
unproblematic for majority of students &
tutors.”
TALL (2010) Study of UK Online Learning (report for HEFCE)
“…the majority of students use a
limited range of technologies for formal
and informal learning...”
Margaryan & Littlejohn (2008) Are digital natives a myth or reality?
Students’ use of technologies for learning
10. Students’ (self-reported) confidence in using ICTs:
80%+ slight confidence or higher
Presentation software
Spreadsheets
online library resources
35%+ not confident/minimal skills
VLEs
Blogs & Wikis
Video/audio editing
Jones et al (2010) Net generation or Digital Natives: is there a distinct new generation
entering university?
15. Margaryan & Littlejohn (2008) Are digital natives a myth or reality?
Students’ use of technologies for learning
“As students look to their lecturers for
clues as to how to use technology tools
for learning, many lecturers are unaware
of the potential of these tools…”
“As the technology matures the main issue
becomes managing students’ comfort and
familiarity with using tools/platforms.”
TALL (2010) Study of UK Online Learning (report for HEFCE)
16. *Participants in 2010 conference workshop: Developing students’ information management skills to match the 21st century internet; 18 respondents
Students need training / support
1/3 offered some web2.0 related training
Key challenges:
Keeping themselves up-to-date with technologies
& their benefits
Making staff & students aware of usefulness /
relevance
Survey of HE / FE Librarians*
17. Staff Development
General skills
LSE Digital Literacy Programme for staff
Sell the benefits not the technology
Think local: departments, courses
Flexible
Lead by example