The document discusses emerging technologies and their potential impact on education over the next 1-5 years. It outlines technologies that may become widely used in the near future such as flipped classrooms, learning analytics, 3D printing, and virtual assistants. The document also discusses key drivers of change in education including new pedagogical approaches supported by technology, open education, and developing students' digital literacies.
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 “Bring Your Own Device” 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 “Cloud Computing” and “BYOD” 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 “Cloud Computing” and “BYOD” in Higher Education.
Assistive Technology and Associated TrainingE.A. Draffan
This is a workshop presentation at the NADP 2013 Conference. The graphs and information come from a survey of students in receipt of the Disabled Students Allowances 2012 - 841 students answered the survey call and we are extremely grateful for their help.
It is a brief description about how education can be digitized. The digitization has been seen in the light of processes in education i.e. administration, learning, evaluation and extension, These are just points.The presentation requires elaboration of a speaker.
This presentation offers an overview of the built in inclusivity features of Apple iPad, iPhone, iPod devices.
It concentrates not only on inbuilt accessibility and inclusion but looks at apps to support learning and productivity.
Sorry you can't see the embedded video on slide 15, but it's me giving my students instructions while I am away. A great way to quickly communicate with students and your supplywhen you're absent!
Exploring mobile technologies to improve student learningTanya Joosten
Presented at Distance, Teaching and Learning in Madison, WI August 10th, 2012. Results of a 2011-2012 curricular redesign grant on intensive faculty development mobile learning from UW System OLIT....
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 “Bring Your Own Device” 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 “Cloud Computing” and “BYOD” 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 “Cloud Computing” and “BYOD” in Higher Education.
Assistive Technology and Associated TrainingE.A. Draffan
This is a workshop presentation at the NADP 2013 Conference. The graphs and information come from a survey of students in receipt of the Disabled Students Allowances 2012 - 841 students answered the survey call and we are extremely grateful for their help.
It is a brief description about how education can be digitized. The digitization has been seen in the light of processes in education i.e. administration, learning, evaluation and extension, These are just points.The presentation requires elaboration of a speaker.
This presentation offers an overview of the built in inclusivity features of Apple iPad, iPhone, iPod devices.
It concentrates not only on inbuilt accessibility and inclusion but looks at apps to support learning and productivity.
Sorry you can't see the embedded video on slide 15, but it's me giving my students instructions while I am away. A great way to quickly communicate with students and your supplywhen you're absent!
Exploring mobile technologies to improve student learningTanya Joosten
Presented at Distance, Teaching and Learning in Madison, WI August 10th, 2012. Results of a 2011-2012 curricular redesign grant on intensive faculty development mobile learning from UW System OLIT....
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Sarah Knight, head of change - student experience, Jisc
Malcolm Murray, e-learning manager - computing and information services, Durham University
Candace Nolan-Grant, learning technology specialist, Durham University
Corinne Walker, learning resources manager, Oldham Sixth Form College
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Ruth Drysdale, senior co-design manager, Jisc
Natalie Norton, head of technology enhanced learning and digital literacies, University of Winchester
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment. But do we really know how students are using technology and how are their expectations changing? In this workshop we will hear from staff and their students on how they are using the Jisc student and staff digital experience tracker to support the development of their digital student experience.
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Andrew McAnallen, UUSU vice president for Coleraine, Ulster University
Helen Dixon, head of digital learning, Northern Regional College
Ruth Drysdale, senior co-design manager, Jisc
Andy Jaffrey, head of the office for digital learning, Ulster University
Fiona McCloy, instructional design consultant, Ulster University
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment. But do we really know how students are using technology and how are their expectations changing? In this workshop we will hear from staff and their students on how they are using the Jisc student and staff digital experience tracker to support the development of their digital student experience.
How are students’ expectations and experiences of their digital environment c...Jisc
A talk from Connect More in Wales 2018
Speakers:
- Nick Budden, learning technologist, Northampton College
- Gareth Johns, IT training service manager, Cardiff Metropolitan University
- Sarah Knight, head of change - student experience, Jisc
- Andrew Morgans, academic skills specialist, Cardiff Metropolitan University
- Sarah Williams, Cardiff Metropolitan University
Tracking learners digital experience: the benefits and impactsSarah Knight
This session outlines the key findings from the Jisc Student digital experience tracker survey of 22,000 UK learners. The session also includes links to how institutions are using the tracker to engage their students to support their digital developments
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Digital Rewards for CPD: Developing a Digital Practitioner Series of Open BadgesJisc Scotland
Presentation given at a joint Jisc/SHED event held at Jisc RSC Scotland in November 2014. The topic for the day was Open Education and this presentation outlines the development of a Digital Practitioner series of Open Badges developed to complement the CPD portfolio available from Jisc RSC Scotland.
Creating accessible information using Microsoft Word: hints and tips for ever...Jisc Scotland
Most people who work in colleges regardless of their role produce Word documents. They are used to create learning and teaching material, to produce information about services, to communicate information across the organisation.
There is a legal obligation for colleges to ensure that no-one is disadvantaged because of a disability, to anticipate the needs of people who might be accessing your information and your services and to make reasonable adjustments to accommodate their needs. One simple thing that everyone can do to meet these obligations is to ensure that the material that they create using Microsoft Office is created inclusively, doing so will ensure that it is accessible to a wide range of people who use assistive technologies or who have difficulty accessing text based information.
This presentation will highlight some simple ways to make your documents accessible using Word 2010 and how well designed Word documents can be converted into accessible PDFs.
Presentation delivered as part of the ULib practitioners workshop at City of Glasgow College, Thu 14 August, 2014. Presented by George Harkins, City of Glasgow College and Penny Robertson, Jisc RSC Scotland.
Presentation about using social media tools for learning and teaching. Tools covered includes blogs, media sharing tools, digital curation tools and social networking tools (Facebook).
In Folio: Accessible ePortfolio System developed with Jisc TechdisJisc Scotland
A uniquely accessible e-Portfolio that enables learners with difficulties and/or disabilities to store, arrange multi media content into simple online pages
Part of the workshop prepared for Attainment for All: Inclusivity, Diversity and Success in Learning and Teaching in Higher Education, Higher Education Academy (HEA) Scotland
John Kerr and Kerr Gardiner present MOOCs at Glasgow at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
1. 07/11/2014 Next Steps with Technology Enhanced Learning
Joan Walker - Jisc RSC Scotland
2. Next steps with technology enhanced learning 2
What’s on the Horizon
2012
»One Year or Less
› Mobile Apps
› Tablet Computing
»Two to Three Years
›Game-based Learning
› Learning Analytics
»Four to Five Years
› Gesture Based Computing
› Internet of Things
Image licensed for use in the public domain from http://pixabay.com/en/service/terms/
3. Next steps with technology enhanced learning 3
What’s on the Horizon
2013
»One Year or Less
›MOOCs
› Tablet Computing
»Two to Three Years
› Games & Gamification
› Learning Analytics
»Four to Five Years
› 3D Printing
›Wearable Technology
Image licensed for use in the public domain from http://pixabay.com/en/service/terms/
4. Next steps with technology enhanced learning 4
What’s on the Horizon
2014
»One Year or Less
› Flipped Classroom
› Learning Analytics
»Two to Three Years
› 3D Printing
› Games & Gamification
»Four to Five Years
›Quantified Self
› Virtual Assistants
Image licensed for use in the public domain from http://pixabay.com/en/service/terms/
5. Next steps with technology enhanced learning
The Gartner Cycle
6. Next steps with technology enhanced learning
Current Hot Topics in post 16
Image licensed for use in the public domain from http://pixabay.com/en/service/terms/
Cloud Services
Image licensed for use in the public domain from http://pixabay.com/en/service/terms/
Social
Media
WiFi Access
& BYOD
Mobile Learning & Using Apps
7. Next steps with technology enhanced learning 7
Technical Support for a range of mobile devices & software
network security
Provision of mobile friendly resources
New Skills Sets for staff & students
Plagiarism
Authentication
Accessibility considerations
eSafety & Safeguarding
Challenges
9. Next steps with technology enhanced learning
Key Drivers of Change
»Pedagogies to engage students supported by
technologies
»Open Education
»Digital Literacies for Digital Learning
10. Next steps with technology enhanced learning
Pedagogies to engage students supported by
technologies
»Assessment & Feedback
»Collaborative Activities
»Peer Review
»Self Reflection
»Self Regulation
How am I
doing?
What is really
making me think?
Where do I
have to focus
my revision?
What are my
targets?
What are my
strengths and
weaknesses?
Is this the best
way for me to
learn?
11. REAP principles
Next steps with technology enhanced learning
»Encourage time and effort on challenging learning tasks
»Facilitate the development of self-assessment and reflection in learning
»Involve learners indecision-making about assessments policy and practice
»Give choice in the topic, method and criteria or timing of assessments
»Clarify what good performance is
»Deliver high quality feedback to help learners self-correct
»Provide opportunities to act on feedback
»Encourage interaction and dialogue around learning
»Support the development of learning communities
»Encourage positive motivational beliefs and self-esteem
»Provide information to teachers that can be used to help shape the teaching
»Ensure summative assessment has a positive impact on learning
Feedback Assessment
12. Next steps with technology enhanced learning
Questions to ask yourself about your assessment
an feedback practices
»Do learners actively engage with assessment criteria and standards?
»Are there formal/informal opportunities for self and peer assessment
processes?
»What kind of feedback is provided – does it help students to self-assess
or self-correct?
»Are there opportunities for dialogue around assessment tasks?
»Does feedback focus students on learning not just on their marks?
»Is feedback attended to and acted upon by students?
»How is feedback used to inform and shape teaching?
13. Next steps with technology enhanced learning
Open Education Practice
»Open Standards
»Open Source
»Open Education Resources
(OERs)
»Open Courses
»Open Data
»Open Badges
14. Next steps with technology enhanced learning 14
An academic’s perspective on OERs
15. Open Badges: Jisc RSC Y&H Moodle User Group 15/5/14
Open Badges
Information infused digital images
Image by Kyle Bowen
16. Next steps with technology enhanced learning 16
Digital Literacies for Digital Learning
Access / Skills / Practice
techno-literacy choosing and using technologies, ICT & Web skills,
personalising the learning environment ....
techno-social practice communication, collaboration, participating in networks,
sharing, tagging, peer review ....
information literacy finding, accessing, evaluating, reviewing, using,
analysing, managing, applying information ....
media literacy critical evaluation, creative production, data visualisation,
expressing & sharing ideas ....
academic practice critical thinking, research, problem solving, academic
writing, analysis, synthesis, experimentation ....
17. Next steps with technology enhanced learning 17
Digital Literacies – Digital Natives?
»Learners’ ICT skills are less advanced that educators think
(Nicholas et al. 2008, JISC 2008-9)
»Learners’ experience many difficulties transposing
practices from social context into formal learning
(Cranmer 2006)
»Some aspects of learners’ everyday practice with
technology are at odds with practices valued in traditional
academic teaching (Beetham 2009)
18. Next steps with technology enhanced learning 18
Digital Literacies – Supporting Learners
»Effective integration of digital literacies in Learning and
Teaching Strategy
»Tutor skills and confidence with technology is critical to
learners’ development
»Support in migrating to more ICT based study practices
»Digital literacies need to be supported as learners engage
in academic and authentic tasks
Thriving in the 21st Century: Learning Literacies for the Digital Age (LLiDA project) 2009. (phase 1)
19. Next steps with technology enhanced learning 07/11/2014 19
Find out more…
Joan Walker
Jisc RSC Scotland
advisor learning & teaching and
deputy manager
joan.walker@rsc-scotland.ac.uk
Except where otherwise noted, this
work is licensed under CC-BY-NC-ND
Editor's Notes
A hype cycle in can be broken down into five phases:
"Technology Trigger" — The first phase of a hype cycle is the "technology trigger" or breakthrough, product launch or other event that generates significant press and interest.
"Peak of Inflated Expectations" — In the next phase, a frenzy of publicity typically generates over-enthusiasm and unrealistic expectations. There may be some successful applications of a technology, but there are typically more failures.
"Trough of Disillusionment" — Technologies enter the "trough of disillusionment" because they fail to meet expectations and quickly become unfashionable. Consequently, the press usually abandons the topic and the technology.
"Slope of Enlightenment" — Although the press may have stopped covering the technology, some businesses continue through the "slope of enlightenment" and experiment to understand the benefits and practical application of the technology.
"Plateau of Productivity" — A technology reaches the "plateau of productivity" as the benefits of it become widely demonstrated and accepted.
Mobile learning is about the mobility of the learner
Mobile learning is about context – what can mobile learning do that desk-bound computing can’t?
Mobile learning can provide solutions to personalising learning
Any number of technologies can support these – Turnitin / Peerwise / Moodle workshops / ePortfolios / Blogs / Wikis / different Social Media & Apps
7 - The impact of new and ubiquitous technologies enable new paradigms of learning & teaching to be developed which increase the possibilities for Personalised Learning and improve Learner Engagement. Although online instructional materials are widely available and make use of digital images, video animation and are great for understanding and replaying processes – they are still in my opinion rather passive so it’s more about learning activities that engage learners to process & assimilate information in new and more exciting ways.
Discovery learning and enquiry based approaches / like structured web quests using eResources (e.g. simple activity sheets with hyperlinks to rich resources – means that the onus shifts from being given information to learners finding out information & sharing it with peers – a much more proactive activity)
Collaborative learning / with collective outputs that exploit new technologies (e.g. planning an event or constructing a and information resource using software features that enable co-editing that results in tangible output of the collaborative process – WIKI, Google doc)
Reflective activities using online tools which measures distance travelled and learning taking place rather than assessment of knowledge or skill and demonstrates to learners their own progress. (using Blogs or ePortfolio to record diary type journal entries)
Using multimedia creatively and for assessment purposes. Internet access is all that’s required to access, record, store and stream video and audio to the desktop. (e.g. Digital images may provide a mechanism for students to demonstrate and record skills acquisition, using audio may be a vehicle which would allow learners to provide a much richer account of what they have learnt than a written account )
Peer Review – a formal term to describe the process of commenting or adding to others’ contributions (tools that enable comment , discussion or enable a star rating for example)
eAssessment / both formative and summative which can provide quick and relevant feedback to learners and support personalisation of the learning experience. (designing e-assessments – especially those that address higher order skills a critical area for staff development)
Learning technologies are collectively becoming known as “learning platforms” and there are more alternatives now to choose from and I guess that’s making strategic decisions even more difficult. If you add to that the move towards open source software & the range of free web based applications that are available now its not hard to see how difficult it is for an institution to accommodate individual preferences.
over the last 10 years or so the trend for open has become ever more prevalent
Open Educational Practices (OEP) have been defined in various ways. Although, there is no one definition, they may be summarised as follows: Open Educational Practices can be described are teaching techniques that draw upon open technologies and high-quality Open Educational Resources (OER) in order to facilitate collaborative and flexible learning.[1][2]
Other open movements are Open source, so coders and programmers are a huge community that are probably the best example of reusing and sharing their work to create and develop new services and technologies with other likeminded people
Open data, the ability of organisations to make datasets available on many different topics to be mashed up with other sets of data to create new services , data.gov.uk is the governments answer to releasing public data in one searchable website to enable other to create data mashups and create new services and bring together information in different ways has some examples such as
Open access publishing… the hot topic in the information sector right now the practice of providing unrestricted access to peer reviewed scholarly research green and gold open access being the two main offers
Green open access[7][8] authors publish in any journal and self-archive a version of the article for gratis public use in their institutional repository,[9] in a central repository (such as PubMed Central), or on some other open access website.[10] Open access journals[11] provide immediate open access to all of their articles on the publisher's website.[10] Hybrid open access journals provide Gold open access only for those individual articles for which their authors (or their author's institution or funder) pay an open access publishing fee
Open courseware – services such as khan academy, MIT courseware are good examples of this, MIT made their course materials and structure open to everyone, over 200 courses that have had, to date, 125 million visitors
Techno - literacies characteristic - rapid change with economic and social drivers
Academic literacies typically slow change with cultural and institutional inhibitors
Key skills required by learners learning in the cloud / future:
Digital Natives - because learners have grown up with computers that there ‘s an expectation that they would in turn have excellent digital literacy skills but research has not corroborated this theory: -
As well as the educators perceptions perhaps being inaccurate, learners have little awareness that their information literacies are relatively weak - their skills are focused on a ‘need to know’ or ‘interest’ basis – maybe gaming / communicating but not articulating or reflecting necessarily.
Learners’ experience many difficulties transposing practices from social context into formal learning
And there is a clash of academic/internet knowledge cultures, particularly around plagiarism, assessment and originality in student writing
Some of the issues around digital literacies
1 - A lack of ownership at institutional level means that learning literacies and digital literacies are rarely the basis of an integrated strategy / staff working in the areas that traditionally support information literacy / academic scholarship and ICT still operate in relative isolation from one another
2 - Tutors still insufficiently competent and confident with digital technologies for learning despite evidence that learners are strongly influenced by their example
3 - Still quite poor support for learners to develop strategies to make effective use of technologies for learning - some institutional barriers still exist in terms of the use of personal technologies and social networks
4 - e.g. Be specific about what kinds of collaboration might be appropriate, establish peer review processes and setting group assignments. - in some subjects literacies are so embedded in subject teaching that its not recognised - e.g. visual / media literacies in art and it might be a first step to identify these within programmes