Connecting the dots: How to walk in no-man's land during pandemicsNeus Lorenzo
Cambridge Exams Webinar, by Neus Lorenzo at ELT-Conference 2021.(24/02/2021).
DOI: 10.13140/RG.2.2.12065.33123
Sharing reflections on pandemics and educational changes for teachers, students and families, to create a new narrative for ELT.
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
UNESCO-2018_Workshop_dialogic_interaction_for_enhancing_digital_citizenshipNeus Lorenzo
WORKSHOP SUMMARY Presented in UNESCO Mobie Learning Week, 2018 by Neus lorenzo & Angels Soriano.
The traditional education system was mainly built around the idea of gathering students and collecting content-knowledge resources, to create a defined, formal learning situation.
Now, in a hyper-connected world, schools will become obsolete if they don't adapt to global learning processes, in both formal and informal environments.
Sociomedia: The Transformative Power of TechnologyRichard Smyth
a model for using educational technology in light of new emerging literacies. this goes along with the podcast available here: http://www.anabiosispress.org/temp/sociomedia.mp3
Toward Society 3.0: A New Paradigm for 21st century educationJohn Moravec
The convergence of globalization, the emergence of the knowledge society and accelerating change contribute to what might be best termed a New Paradigm of knowledge production in education. The New Paradigm reflects the emerging shifts in thought, beliefs, priorities and practice in regard to education in society. While the three component trends in the new paradigm are not unknown to educational leaders, discussion of the trends as elements of a larger system is largely absent. These new patterns of thought and belief are forming to harness and manage the chaos, indeterminacy, and complex relationships of the postmodern. This lecture provides a macro-level perspective of these three phenomena as they impact education at all levels. Such perspectives provide insight to leaders throughout the world on how educational institutions relate to the New Paradigm of knowledge production. The lecture then explores "what's next" as we build from the New Paradigm to co-construct Education 3.0 to complement Society 3.0.
Connecting the dots: How to walk in no-man's land during pandemicsNeus Lorenzo
Cambridge Exams Webinar, by Neus Lorenzo at ELT-Conference 2021.(24/02/2021).
DOI: 10.13140/RG.2.2.12065.33123
Sharing reflections on pandemics and educational changes for teachers, students and families, to create a new narrative for ELT.
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
UNESCO-2018_Workshop_dialogic_interaction_for_enhancing_digital_citizenshipNeus Lorenzo
WORKSHOP SUMMARY Presented in UNESCO Mobie Learning Week, 2018 by Neus lorenzo & Angels Soriano.
The traditional education system was mainly built around the idea of gathering students and collecting content-knowledge resources, to create a defined, formal learning situation.
Now, in a hyper-connected world, schools will become obsolete if they don't adapt to global learning processes, in both formal and informal environments.
Sociomedia: The Transformative Power of TechnologyRichard Smyth
a model for using educational technology in light of new emerging literacies. this goes along with the podcast available here: http://www.anabiosispress.org/temp/sociomedia.mp3
Toward Society 3.0: A New Paradigm for 21st century educationJohn Moravec
The convergence of globalization, the emergence of the knowledge society and accelerating change contribute to what might be best termed a New Paradigm of knowledge production in education. The New Paradigm reflects the emerging shifts in thought, beliefs, priorities and practice in regard to education in society. While the three component trends in the new paradigm are not unknown to educational leaders, discussion of the trends as elements of a larger system is largely absent. These new patterns of thought and belief are forming to harness and manage the chaos, indeterminacy, and complex relationships of the postmodern. This lecture provides a macro-level perspective of these three phenomena as they impact education at all levels. Such perspectives provide insight to leaders throughout the world on how educational institutions relate to the New Paradigm of knowledge production. The lecture then explores "what's next" as we build from the New Paradigm to co-construct Education 3.0 to complement Society 3.0.
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...Terry Anderson
This is the presentation that Jon Dron and I did in Vancouver for the Canadian Moodlemoot. We looked at the redundancy between three big institutional e-learning apps- LMS, e-portfolio and social networks and tried to overview issues of integrating these- or not.
The is a presentation I did with my grandson on how technology improved his writing. The presentation covered the context of teaching and learning in the 21st Century and specifically reviewed the Revised P21 MILE Guide (due out November 2009) concepts.
A presentation on the educational implications of the Web 2.0. It is the latest version, I believe better worked out and clean.
Redondo Beach edition. May 2009.
Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...Terry Anderson
This is the presentation that Jon Dron and I did in Vancouver for the Canadian Moodlemoot. We looked at the redundancy between three big institutional e-learning apps- LMS, e-portfolio and social networks and tried to overview issues of integrating these- or not.
The is a presentation I did with my grandson on how technology improved his writing. The presentation covered the context of teaching and learning in the 21st Century and specifically reviewed the Revised P21 MILE Guide (due out November 2009) concepts.
A presentation on the educational implications of the Web 2.0. It is the latest version, I believe better worked out and clean.
Redondo Beach edition. May 2009.
Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Game-based learning and academic integrityJudy O'Connell
Through a new subject added to anacademic program which commenced in 2014 at Charles Sturt University, further strategies have been explored to support subject engagement and assessment design. The contribution of global connectedness for embedding academic integrity through social scholarship was an essential feature of the curriculum and learning experience.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
The following slide show is a collection of ideas I found extremely helpful when trying to gain a deeper understanding of the Net Generation. I have referenced scholarly sources to support my ideas and have organized the material into several subheadings:
Who is the Net Generation?/ How are they different?
How do they learn best?
What are their learning expectations?
What are the implications for teaching this generation?
Marco de Competencia Digital Docente UniversitarioLinda Castañeda
Presentación del MCDDU Marco de Competencia Digital Docente Universitario desarrollado por el equipo del proyecto DigCompEdu FyA.
Texto completo del marco en bit.ly/MCDDU2023
2023 Higher Level Group of Education and TrainingLinda Castañeda
Presentación realizada por Linda Castañeda para su ponencia en la reunión del Higher Level Group of Education and Training de la UE en el Marco de la Presidencia española del consejo europeo en jerez de la Frontera el 29 de junio de 2023
XIII Congreso Nacional Siglo XXI Educación y Ceibal. Competencias digitales: Prácticas Educativas en clave de Transformación Presentación visual realizada por Linda Castañeda para este evento.
1st International Conference of the Network of Learning and Teaching Centers in Greek Universities: Transforming Higher Education Teaching Practice. Slides by Linda Castañeda
Divulgación Vs. Difusión científica en educaciónLinda Castañeda
Participación en la mesa redonda sobre divulgación de las I Jornadas de Investigación de Postgrado en Educación de la Facultad de Educación de la Universidad de Murcia
Segundo ejercicio oposición a titular de universidad Linda Castañeda
Presentación utilizada en el segundo ejercicio de oposición a titular de universidad por Linda Castañeda (resumen del tema elegido). Universidad de Murcia. Septiembre de 2018.
¿Competencia Digital Docente o Competencia Docente en un mundo digitalizado?Linda Castañeda
Conferencia innaugural Congreso escolaTIC 2015. Santiago de Compostela, abril de 2015
Vídeo de la conferencia disponible https://youtu.be/-dRlyx7aHC0?t=1h32m33s
Identidad en un mundo digitalizado:La Piel que habitoLinda Castañeda
Ponencia Innaugural de las II Jornadas Educar para el uso responsable de Internet por Linda Castañeda http://padres20.org/evento/ii-jornadas-educar-para-el-uso-responsable-de-internet/
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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?
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!
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
7. • We need to talk about “learning”
• We need to talk about pedagogy
• The ‘human’ aspects of digital technology use in education
• The (hyper) individualisation of digital education
• The commercialization of HE
• The neoliberalisation of HE
• The need for constructive criticism of DT and HE
8.
9. • Understanding educational processes with technology Vs.
technologies that help understand educational processes
• Making educational decisions with technology
• Digital agency
• The nature of educational institutions
• Enriching the role of participants
• Defining educational technology
• Research in educational technology
Debates regarding Technology and Education:
contemporary pathways and pending conversations
Linda Castañeda
15. CC BY SA By Natashi Jay. When the Light Bulb clicks.
16. De Vries , 2012: Artifacts * Knowledge (tech vs. Science) *Activities (design, make, use) *
Values *; Oliver, 2016 Cause * Social Intervention * Social Effect * Instantiation of Theory *
System within Systems * Network Effect; Selwyn, 2017 Political & Ideological fight place;
Adell, 2018: Market * New narrative about the world; Veletsianos and Moe, 2017
Sociocultural & Ideological Phenomena; Llorens, 2019 an entity with its own nature * a
configuring entity
TECHNOLOGY
28. “the real problem solving engine
was the larger, biotechnological
matrix comprising (in the case at
hand) the brain, the stacked
papers, the previous marginalia,
the electronic files, the operations
of search provided by the Mac
software, and so on, and so on”
Andy Clark, 2003 p.26
31. TECHNOLOGY&EDUCATION
Understanding educational processes
Educational decisions with technology
Digital Agency
Enriching the role of participants
The nature of educational institutions
Research in EdTech
Defining EdTech
Talking about “learning” The commercialization of HE
The need for constructive criticism of DT and HE
Talking about pedagogy
The ‘human’ aspects
The neoliberalisation of HE
The (hyper) individualisation of digital education
37. TECHNOLOGY&EDUCATION
Understanding educational processes
Educational decisions with technology
Digital Agency
Enriching the role of participants
The nature of educational institutions
Research in EdTech
Defining EdTech
Talking about “learning” The commercialization of HE
The need for constructive criticism of DT and HE
Talking about pedagogy
The ‘human’ aspects
The neoliberalisation of HE
The (hyper) individualisation of digital education
46. “combination of tools, sources of information,
connections and activities each person uses
regularly to learn”
Adell and Castañeda, 2010, page. 23
PLE
47. Castañeda, L. y Adell, J. (2013).
The Anatomy of PLE.
In L. Castañeda y J. Adell (Eds.), Entornos
Personales de Aprendizaje: Claves para el ecosistema
educativo en red (pp. 11-27). Alcoy: Marfil.
Entire book available on
http://www.um.es/ple/libro
51. Integrates the learner’s relationships with other people
that constitute the learner’s social distributed cognition
or the Personal Learning Network (PLN)
PLE
52. AcceSS & dec0dE
multimedia information
(RE)CREATING KNOWLEDGE
Doing/Reflecting about information
PLN
Discussion and controversy with others
57. By Freshwater CC BY-NC https://www.flickr.com/photos/freshwater2006/693945631
SOCIOMATERIAL ENTAGLEMENT
58. “the real problem solving engine
was the larger, biotechnological
matrix comprising (in the case at
hand) the brain, the stacked
papers, the previous marginalia,
the electronic files, the operations
of search provided by the Mac
software, and so on, and so on”
Andy Clark, 2003 p.26
59. PLE is NOT a Theory, is NOT a Product
Is NOT explanatory –
Is exploratory - analytical
PLE
60. PLE
What is and what is not
IMPACT
Conections
With
Education &
EdTech
Research
61. Thinking on learning from a
complex perspective
Beyond person/things dichotomy
Centered on people’s needs
PLE
67. Relational
Ontology
•Media as the extensions of our senses
(McLuhan, 1964).
•Cyborgs (Haraway 1991).
•Originary ‘technicity’ of human existence
(Stiegler 1998).
•How things ‘matter’ by means of
‘objectification’ (Miller 1998).
•Hybrid networks of ‘actants’
(Latour,1999).
•‘Technological embodiment’ (Ihde, 1979;
Verbeek, 2005).
•Material ecologies (Ingold, 2012).
•Human-thing entanglement (Hodder,
2012).
•‘Creative material engagement’
(Malafouris, 2014, 2015).
69. "Digital" typewriter
Original picture belongs to KristinNador CC By NC SA http://www.flickr.com/photos/kristinnador/7631954556/in/faves-92998734@N03/
70.
71. PLE is a Techno-pedagogical Approach that
develops the person centered perspective
of lifelong learning in this technological era
PLE
76. PLE is a Techno-pedagogical Approach that
enacts some of the most naturalistic pedagogical
ideas about how people learn in the digital
environment
PLE
77. ubiquitous learning * adult learning – heutagogy * learning
with others as conceptualized by social constructivism * learning
in connection or connected learning - connectivism - networked
learning *ubiquitous learning * adult learning – heutagogy *
learning with others as conceptualized by social constructivism *
learning in connection or connected learning - connectivism -
networked learning *ubiquitous learning * adult learning –
heutagogy * learning with others as conceptualized by social
constructivism * learning in connection or connected learning -
connectivism - networked learning * ubiquitous learning *
adult learning – heutagogy * learning with others as
conceptualized by social constructivism * learning in connection
or connected learning - connectivism - networked learning *
PLE
78. ubiquitous learning * adult learning – heutagogy * learning
with others as conceptualized by social constructivism * learning
in connection or connected learning - connectivism - networked
learning *ubiquitous learning * adult learning – heutagogy *
learning with others as conceptualized by social constructivism *
learning in connection or connected learning - connectivism -
networked learning *ubiquitous learning * adult learning –
heutagogy * learning with others as conceptualized by social
constructivism * learning in connection or connected learning -
connectivism - networked learning * ubiquitous learning * adult
learning – heutagogy * learning with others as conceptualized by
social constructivism * learning in connection or connected
learning - connectivism - networked learning * ubiquitous
PLE
79. ubiquitous learning * adult learning – heutagogy * learning
with others as conceptualized by social constructivism
* learning in connection or connected learning - connectivism -
networked learning *ubiquitous learning * adult learning –
heutagogy * learning with others as conceptualized by
social constructivism * learning in connection or connected
learning - connectivism - networked learning *ubiquitous learning
* adult learning – heutagogy * learning with others as
conceptualized by social constructivism * learning in
connection or connected learning - connectivism - networked
learning * ubiquitous learning * adult learning – heutagogy *
learning with others as conceptualized by social
constructivism * learning in connection or connected learning
PLE
80. ubiquitous learning * adult learning – heutagogy * learning with
others as conceptualized by social constructivism * learning in
connection or connected learning - connectivism -
networked learning *ubiquitous learning * adult learning –
heutagogy * learning with others as conceptualized by social
constructivism * learning in connection or connected
learning - connectivism - networked learning
*ubiquitous learning * adult learning – heutagogy * learning with
others as conceptualized by social constructivism * learning in
connection or connected learning - connectivism -
networked learning * ubiquitous learning * adult learning –
heutagogy * learning with others as conceptualized by social
constructivism * learning in connection or connected
PLE
91. • Tech and Not Tech Supported
• Mutually complementary
• Pedagogical Approach
• Hard Tech Based
• Learning implies: First recover info –from an expert-,
Do something and Finally you show it to others
• Metacognition is NOT perceived as a learning process
3 basic learning co
Castañeda, L., & Adell, J. (2014). Beyond the tools: Analysing personal and group learning
environments in a university course / Más allá de la tecnología: análisis de los entornos de
aprendizaje personales y grupales de estudiantes en una asignatura universitaria. Cultura y
Educación, 26(4), 739-774. https://doi.org/10.1080/11356405.2014.985946
93. Castañeda, L. & Soto, F.J. (2010). Building Personal Learning Environments
by using and mixing ICT tools in a professional way. In Digital Educational
Review 18, 9-25 Retrieved From
http://greav.ub.edu/der/index.php/der/article/view/163/302
Students appreciate new ways of developing their tasks and
their course work
Learning =
acquiring information–memorizing
Students, when arriving at university, NO ICT tools for
learning
Opportunities for Independency, collaboration and self-
importance
No Learning as complex,
lack of learning understanding
112. PLE is a Pedagogical Approach with
EdTech Implications
PLE
113. Sociomaterial perspectives on how people
Teach and learn - PLE
Agency
Postdigital
Holistic Model of Teacher's competence for a digital world
Where the pedagogical ideas/practices are coming from
114. • Dabagh, N. & Castañeda, L. (under review) Beyond Personalization: The
PLE as a Framework for Lifelong Learning. Special Issue of Educational
Technology Research and Development (ETRD).
• Castañeda, L. Tur, G. Torres-Kompen & Attwell, G. (forthcoming) The
influence of the Personal Learning Environment concept in the
educational research field: a systematized review.
115. The Art of Abstraction
H. Hofmann
Visiting Scholar
116. Sociomaterial perspectives on how people
Teach and learn - PLE
Agency
Postdigital
Holistic Model of Teacher's competence for a digital world
Where the pedagogical ideas/practices are coming from