Presentation held during eLearning 2.0 Conference in Brunel University, West London on 6th and 7th July 2009. Further details, contact researcher: norhishamn@gmail.com
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
Designs for Active Learning, Cambridge 2017Mike Sharples
The document discusses various topics related to active learning designs and the future of higher education. It begins by predicting that by 2020, higher education will utilize more distance learning and teleconferencing to leverage expert resources. Learning activities will increasingly become individualized and just-in-time. Classes will combine online and in-person components. It then discusses strategies like the flipped classroom model, spaced learning, and conversational learning in small groups. Finally, it discusses how learning analytics can provide insights into how learning design impacts student satisfaction, retention, and performance. Learning designs with assimilative, interactive, and communicative elements saw various benefits for students.
A Social Learning Grid for MOOCs: Exploring a FutureLearn Casedavinia.hl
This document discusses a study exploring the use of different collaboration spaces in a MOOC on the FutureLearn platform. It introduces a collaboration space grid categorizing spaces by size, task constraints, and time constraints. The study examined three spaces in a MOOC on 3D graphics: conversational flows for the whole cohort, prompt-based study groups of up to 30 learners, and PyramidApp groups with task and time constraints. Observations found conversational flows were widely used while study group participation varied and PyramidApp engaged some learners in rating and discussion. Challenges included keeping late-joiners and study groups on task. The spaces provided opportunities for learning but more structured activities and facilitation may be needed.
Effective Pedagogy at Scale – Social Learning and Citizen InquiryMike Sharples
The document discusses effective pedagogy at massive scale through social learning and citizen inquiry. It outlines how social learning improves with scale through networked systems like MOOCs that enable learning conversations. Key aspects of social learning discussed include visible learning through feedback, formative assessment, and goal setting. The document also explores citizen inquiry, which combines citizen science with collaborative learning through crowd-sourced projects on platforms like iSpot Nature. These approaches aim to develop scalable pedagogy that supports a diversity of learners through open-ended, socially-driven inquiry.
International Challenges for Technology Enhanced LearningMike Sharples
1) The document discusses four challenges for technology enhanced learning: making education more efficient, making it more cost-effective and open, sustaining innovation, and developing education for the future.
2) To address these challenges in Europe, the document proposes replicating promising studies on techniques like productive failure and spaced learning to build an evidence base, creating an open education platform for blended learning, funding sustained research through networks of schools/colleges, and engaging with technology enhanced learning as a major industry.
3) The overall goal is to modernize education by drawing on evidence from around the world, providing cost-effective open resources, continuously innovating through collaboration, and preparing students for a digital world.
This presentation covers the major principles of Andragogy as outlined by Malcolm Knowles and ideas and best practices for incorporating these principles in an eLearning environment.
Towards Data Driven Group Formation Support in MOOCsdavinia.hl
This document discusses using data-driven approaches to form groups in MOOCs. It notes that social interactions lead to learning, even with limited educator attention. The document examines criteria that could be used for group formation from CSCL literature, including forming homogeneous and heterogeneous groups. The proposed approach uses learning analytics and constraint optimization to suggest group formations based on student background knowledge, age, language preferences, and other factors. The goal is to form groups that promote both homogeneity and heterogeneity to increase participation and interactions with different perspectives.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
Designs for Active Learning, Cambridge 2017Mike Sharples
The document discusses various topics related to active learning designs and the future of higher education. It begins by predicting that by 2020, higher education will utilize more distance learning and teleconferencing to leverage expert resources. Learning activities will increasingly become individualized and just-in-time. Classes will combine online and in-person components. It then discusses strategies like the flipped classroom model, spaced learning, and conversational learning in small groups. Finally, it discusses how learning analytics can provide insights into how learning design impacts student satisfaction, retention, and performance. Learning designs with assimilative, interactive, and communicative elements saw various benefits for students.
A Social Learning Grid for MOOCs: Exploring a FutureLearn Casedavinia.hl
This document discusses a study exploring the use of different collaboration spaces in a MOOC on the FutureLearn platform. It introduces a collaboration space grid categorizing spaces by size, task constraints, and time constraints. The study examined three spaces in a MOOC on 3D graphics: conversational flows for the whole cohort, prompt-based study groups of up to 30 learners, and PyramidApp groups with task and time constraints. Observations found conversational flows were widely used while study group participation varied and PyramidApp engaged some learners in rating and discussion. Challenges included keeping late-joiners and study groups on task. The spaces provided opportunities for learning but more structured activities and facilitation may be needed.
Effective Pedagogy at Scale – Social Learning and Citizen InquiryMike Sharples
The document discusses effective pedagogy at massive scale through social learning and citizen inquiry. It outlines how social learning improves with scale through networked systems like MOOCs that enable learning conversations. Key aspects of social learning discussed include visible learning through feedback, formative assessment, and goal setting. The document also explores citizen inquiry, which combines citizen science with collaborative learning through crowd-sourced projects on platforms like iSpot Nature. These approaches aim to develop scalable pedagogy that supports a diversity of learners through open-ended, socially-driven inquiry.
International Challenges for Technology Enhanced LearningMike Sharples
1) The document discusses four challenges for technology enhanced learning: making education more efficient, making it more cost-effective and open, sustaining innovation, and developing education for the future.
2) To address these challenges in Europe, the document proposes replicating promising studies on techniques like productive failure and spaced learning to build an evidence base, creating an open education platform for blended learning, funding sustained research through networks of schools/colleges, and engaging with technology enhanced learning as a major industry.
3) The overall goal is to modernize education by drawing on evidence from around the world, providing cost-effective open resources, continuously innovating through collaboration, and preparing students for a digital world.
This presentation covers the major principles of Andragogy as outlined by Malcolm Knowles and ideas and best practices for incorporating these principles in an eLearning environment.
Towards Data Driven Group Formation Support in MOOCsdavinia.hl
This document discusses using data-driven approaches to form groups in MOOCs. It notes that social interactions lead to learning, even with limited educator attention. The document examines criteria that could be used for group formation from CSCL literature, including forming homogeneous and heterogeneous groups. The proposed approach uses learning analytics and constraint optimization to suggest group formations based on student background knowledge, age, language preferences, and other factors. The goal is to form groups that promote both homogeneity and heterogeneity to increase participation and interactions with different perspectives.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
This document discusses how to transform student engagement through active learning by connecting experiences before, during, and after class. It recommends (1) blending in-class and online learning, (2) engaging students during class with tools, (3) connecting out-of-class learners, (4) providing instructors with real-time feedback, and (5) merging learning across the entire experience. This holistic approach can personalize learning, improve outcomes, and increase student satisfaction through enhanced interaction and flexibility.
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
This document discusses using a blended learning approach with Adobe Connect to deliver lectures online to 130 students. Students accessed online lectures, podcasts, and discussion forums. Feedback from students was positive, with many praising the increased engagement and participation compared to traditional lectures. Being able to type comments and questions was seen as less intimidating. The blended approach was found to enhance the learning experience and provide greater access to students.
This document provides an overview of online teaching for new online instructors. It discusses that online students can perform as well or better than face-to-face students, and outlines objectives like online learning theory, instructional design, quality assurance, and accessibility. Key aspects of online teaching include engaging students, clear communication, and using a constructive approach. Successful online programs provide training, resources, and support for faculty.
Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012
This document summarizes a study on the accessibility of e-learning environments. The study found that applying principles of Universal Design for Learning (UDL) can increase accessibility for all students. Specifically, the study found that an online course that provided multiple means of representation, action and expression, and engagement was equally accessible to students with and without learning disabilities. The study concluded that accessibility is highly individualized and relevant to diverse learners.
Using wikis as intervention in computer literacyMohammad Nordien
The document discusses using wikis as a learning intervention in computer literacy. It describes wikis as promoting exploration, collaboration, knowledge construction, and social negotiation. The enactment section details dividing a wiki space into sections assigned to student groups for peer review and feedback. Evaluation included student feedback polls and assessments of clicker surveys and peer reviews. Future work discussed doing more research on feedback methods and creating a test activity.
This document discusses active learning as a systematic approach to teaching. It defines active learning as anything that involves students doing and thinking about what they are doing. The presentation provides rationales for active learning, including that it increases student motivation and improves learning when well-designed. It outlines the teaching process, including context setting, class preparation, delivery, and continuous improvement. Several active learning techniques are described, such as student presentations and role plays. Potential concerns with active learning are addressed, such as how to incorporate it into lectures and large classes. The presentation concludes that active learning benefits outweigh the efforts required.
The study examined nontraditional students' perceptions of a blended educational psychology course that met twice a week in a traditional classroom and once a week online for synchronous discussions. A survey of 15 students found that 93% agreed the blended format was productive, 93% felt more engaged, and 87% enjoyed studying more in the blended format. Most students also felt comfortable participating in online discussions and that the discussions helped express differing opinions and ask awkward questions.
Effects of web based learning tools on student achievementann-crosby
This study examined the effects of co-teaching using web-based learning tools on teacher perceptions of technology use and student writing skills. A technology teacher and language arts teacher co-planned, co-taught, and co-assessed lessons utilizing online tools like wikis and videos in a 6th grade class. Survey and interview results found the language arts teacher's perceptions of technology became more positive. Student writing and marking period grades improved compared to a control group, though author's purpose test scores did not differ significantly between groups. The study recommends continued co-teaching and use of web-based tools to support student learning and increase technology integration.
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...Michael Barbour
Barbour, M. K. (2007, October). Lessons learned in researching virtual schools: The Newfoundland and Labrador experience. An invited presentation by the Canadian Institute of Distance Education Research. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/513/990
Current trends in educational technology research∂σяσтнy נσнη
This document summarizes current research trends in educational technology. It reviews research on learning environments from the perspectives of instructional design, message design, simulation, and constructivism. Key areas of research include learning in technology-supported environments, virtual environments, social aspects of learning, and distributed cognition in learning communities. The document concludes that while educational technology research has provided insights, more work is still needed to translate findings into practical strategies and share information to support complex learning interactions.
The document discusses several critical shifts happening in education driven by technology:
1) Teachers are increasingly expected to integrate technology into their teaching and professional development.
2) Open educational resources are growing and being adopted more in classrooms and schools.
3) Hybrid learning models that blend online and in-person learning are being used more to engage students in a variety of ways.
4) There is a push to change traditional classroom experiences and rearrange school schedules to support more flexible, student-centered, project-based learning approaches.
Exploring the Design and Effectiveness of Social Media Learning ActivitiesGhania Zgheib
This study analyzed how faculty use social media to support student learning through social media learning activities (SMLAs). The analysis found that SMLAs promoted cognitive processes like understanding and remembering, as well as higher-order thinking through activities like blogging and wiki editing. SMLAs also engaged students in different types of knowledge, including factual, conceptual, and procedural knowledge. The study provides insights into how to best design effective SMLAs by matching the social media tool to the discipline, including media sharing, and making activities mandatory.
Small Group Discussion for a MOOC PlatformMike Sharples
This document discusses designing small group discussions for MOOC platforms like FutureLearn. It proposes creating voluntary "study groups" of around 30 learners who remain together in asynchronous discussion for the duration of the course. A pilot study with 12 courses found that learners liked interacting with peers in their group and appreciated educator contributions. However, discussions sometimes decreased without direction on group work. More structure and guidance is needed for both learners on how to work in groups and educators on designing learning activities for study groups.
PGR Conference Edinburgh Napier: PhD year 1: my first baby steps by Chrissi N...Chrissi Nerantzi
Developing a flexible collaborative learning framework for open cross-institutional Academic Development courses
at postgraduate level
Postgraduate Research Conference, Edinburgh Napier University 3 April 2014
The document describes the flipped classroom model and addresses some criticisms of it. It proposes an experiential learning model for the flipped classroom that addresses these criticisms. The model incorporates video lectures and online content within a larger framework of learning activities based on experiential learning theories. It involves four phases: 1) an experiential activity to engage students, 2) students learning concepts through videos and online resources, 3) students reflecting on their understanding, and 4) applying their knowledge through real-world projects or problems. The goal is for content to support rather than drive learning by giving students control over content while using class time for hands-on activities.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
The document discusses integrating information literacy standards into core subjects for 21st century learners. It outlines Standard 3 which focuses on sharing knowledge productively as members of society. The standard includes skills, dispositions, responsibilities, and self-reflection strategies. Examples are provided for how teachers can integrate these elements into different subject areas through activities like group projects, online discussions, and multimedia presentations. Resources for collaboration with school librarians and additional literature and websites are also mentioned.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
This document discusses how to transform student engagement through active learning by connecting experiences before, during, and after class. It recommends (1) blending in-class and online learning, (2) engaging students during class with tools, (3) connecting out-of-class learners, (4) providing instructors with real-time feedback, and (5) merging learning across the entire experience. This holistic approach can personalize learning, improve outcomes, and increase student satisfaction through enhanced interaction and flexibility.
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
This document discusses using a blended learning approach with Adobe Connect to deliver lectures online to 130 students. Students accessed online lectures, podcasts, and discussion forums. Feedback from students was positive, with many praising the increased engagement and participation compared to traditional lectures. Being able to type comments and questions was seen as less intimidating. The blended approach was found to enhance the learning experience and provide greater access to students.
This document provides an overview of online teaching for new online instructors. It discusses that online students can perform as well or better than face-to-face students, and outlines objectives like online learning theory, instructional design, quality assurance, and accessibility. Key aspects of online teaching include engaging students, clear communication, and using a constructive approach. Successful online programs provide training, resources, and support for faculty.
Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012
This document summarizes a study on the accessibility of e-learning environments. The study found that applying principles of Universal Design for Learning (UDL) can increase accessibility for all students. Specifically, the study found that an online course that provided multiple means of representation, action and expression, and engagement was equally accessible to students with and without learning disabilities. The study concluded that accessibility is highly individualized and relevant to diverse learners.
Using wikis as intervention in computer literacyMohammad Nordien
The document discusses using wikis as a learning intervention in computer literacy. It describes wikis as promoting exploration, collaboration, knowledge construction, and social negotiation. The enactment section details dividing a wiki space into sections assigned to student groups for peer review and feedback. Evaluation included student feedback polls and assessments of clicker surveys and peer reviews. Future work discussed doing more research on feedback methods and creating a test activity.
This document discusses active learning as a systematic approach to teaching. It defines active learning as anything that involves students doing and thinking about what they are doing. The presentation provides rationales for active learning, including that it increases student motivation and improves learning when well-designed. It outlines the teaching process, including context setting, class preparation, delivery, and continuous improvement. Several active learning techniques are described, such as student presentations and role plays. Potential concerns with active learning are addressed, such as how to incorporate it into lectures and large classes. The presentation concludes that active learning benefits outweigh the efforts required.
The study examined nontraditional students' perceptions of a blended educational psychology course that met twice a week in a traditional classroom and once a week online for synchronous discussions. A survey of 15 students found that 93% agreed the blended format was productive, 93% felt more engaged, and 87% enjoyed studying more in the blended format. Most students also felt comfortable participating in online discussions and that the discussions helped express differing opinions and ask awkward questions.
Effects of web based learning tools on student achievementann-crosby
This study examined the effects of co-teaching using web-based learning tools on teacher perceptions of technology use and student writing skills. A technology teacher and language arts teacher co-planned, co-taught, and co-assessed lessons utilizing online tools like wikis and videos in a 6th grade class. Survey and interview results found the language arts teacher's perceptions of technology became more positive. Student writing and marking period grades improved compared to a control group, though author's purpose test scores did not differ significantly between groups. The study recommends continued co-teaching and use of web-based tools to support student learning and increase technology integration.
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...Michael Barbour
Barbour, M. K. (2007, October). Lessons learned in researching virtual schools: The Newfoundland and Labrador experience. An invited presentation by the Canadian Institute of Distance Education Research. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/513/990
Current trends in educational technology research∂σяσтнy נσнη
This document summarizes current research trends in educational technology. It reviews research on learning environments from the perspectives of instructional design, message design, simulation, and constructivism. Key areas of research include learning in technology-supported environments, virtual environments, social aspects of learning, and distributed cognition in learning communities. The document concludes that while educational technology research has provided insights, more work is still needed to translate findings into practical strategies and share information to support complex learning interactions.
The document discusses several critical shifts happening in education driven by technology:
1) Teachers are increasingly expected to integrate technology into their teaching and professional development.
2) Open educational resources are growing and being adopted more in classrooms and schools.
3) Hybrid learning models that blend online and in-person learning are being used more to engage students in a variety of ways.
4) There is a push to change traditional classroom experiences and rearrange school schedules to support more flexible, student-centered, project-based learning approaches.
Exploring the Design and Effectiveness of Social Media Learning ActivitiesGhania Zgheib
This study analyzed how faculty use social media to support student learning through social media learning activities (SMLAs). The analysis found that SMLAs promoted cognitive processes like understanding and remembering, as well as higher-order thinking through activities like blogging and wiki editing. SMLAs also engaged students in different types of knowledge, including factual, conceptual, and procedural knowledge. The study provides insights into how to best design effective SMLAs by matching the social media tool to the discipline, including media sharing, and making activities mandatory.
Small Group Discussion for a MOOC PlatformMike Sharples
This document discusses designing small group discussions for MOOC platforms like FutureLearn. It proposes creating voluntary "study groups" of around 30 learners who remain together in asynchronous discussion for the duration of the course. A pilot study with 12 courses found that learners liked interacting with peers in their group and appreciated educator contributions. However, discussions sometimes decreased without direction on group work. More structure and guidance is needed for both learners on how to work in groups and educators on designing learning activities for study groups.
PGR Conference Edinburgh Napier: PhD year 1: my first baby steps by Chrissi N...Chrissi Nerantzi
Developing a flexible collaborative learning framework for open cross-institutional Academic Development courses
at postgraduate level
Postgraduate Research Conference, Edinburgh Napier University 3 April 2014
The document describes the flipped classroom model and addresses some criticisms of it. It proposes an experiential learning model for the flipped classroom that addresses these criticisms. The model incorporates video lectures and online content within a larger framework of learning activities based on experiential learning theories. It involves four phases: 1) an experiential activity to engage students, 2) students learning concepts through videos and online resources, 3) students reflecting on their understanding, and 4) applying their knowledge through real-world projects or problems. The goal is for content to support rather than drive learning by giving students control over content while using class time for hands-on activities.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
The document discusses integrating information literacy standards into core subjects for 21st century learners. It outlines Standard 3 which focuses on sharing knowledge productively as members of society. The standard includes skills, dispositions, responsibilities, and self-reflection strategies. Examples are provided for how teachers can integrate these elements into different subject areas through activities like group projects, online discussions, and multimedia presentations. Resources for collaboration with school librarians and additional literature and websites are also mentioned.
This document discusses constructivism and its implications for promoting active, collaborative, inquiry-based learning in a virtual environment. It provides examples of how interactive tools, virtual manipulatives, online discussions, and collaborative projects can support constructivist learning principles. While constructivist methods may improve higher-order thinking, they do not necessarily boost performance on traditional tests, so a variety of teaching strategies is recommended.
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
Collaborative learning refers to learning in a group where members construct a shared understanding through social interaction. Effective collaborative learning requires structuring group interactions and can be supported by technology. Research on computer-supported collaborative learning (CSCL) aims to understand how technology can promote knowledge sharing and expertise among learners through both virtual and in-person interactions. Current areas of focus include identifying productive interactions, using collaboration scripts, studying affordances, and orchestrating supportive interventions across multiple social levels.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
Edmedia Roundtable Slides - Elementary Connected Classrooms, School District ...egregory
Slides created on the Elementary Connected Classrooms Project and uploaded for those who would like additional information for Edmedia AACE Conference June 2013.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
These case studies from UBC courses exhibit students as active agents in their learning through collaborative projects. Open writing projects for Wikipedia supported the development of research, writing and collaboration skills while creating contributions to public knowledge. Students creating learning resources for peers integrated research to communicate topics creatively and develop digital literacies. Initiatives like undergraduate learning assistants, learning technology rovers, and student directed seminars positioned teaching as a partnership with students developing planning and problem-solving skills.
10 Years Of Technology Research Mahasarakham University Thailand B 2c05sangkom
1. The document discusses theoretical perspectives on online and blended learning including learner-centered principles, constructivist teaching principles, and sociocultural ideas.
2. Over 10+ years of research is summarized, including early studies on real-time vs delayed collaboration, as well as frameworks and models for technology integration.
3. Key findings are highlighted from various projects involving electronic cases, adventure learning, and conferencing tools like COW. The purpose of sharing this research is to help inform best practices in online and blended learning.
The document describes a study that developed an e-assessment model to evaluate students' collaborative knowledge building using the social content network Diigo. Four students participated in a 10-day task tagging resources, adding their own interpretations, and working to combine ideas into solutions. The results showed students effectively engaged in adding meaning but faced challenges switching to proposing collaborative solutions.
The document presents an analysis of applying an Interactive Learning Taxonomy (ILT) framework in an online course. The ILT aims to promote interactivity through student-content, student-teacher, and student-student interactions. The study examines an online teaching course where students designed blog lessons applying the ILT stages of invitation, involvement, investigation, insight, and implementation. Preliminary data found the ILT supported reflection, thinking, discourse, and transforming learning when interactivity replaced passivity.
The document discusses a case study on the central role of educational leadership in developing student intrapreneurship at Latvian universities. The study analyzed participation and interactions of teachers and students in online modules. It found that teachers who displayed strategic and catalytic leadership styles, by creating learning communities and fostering student reflection, had students with the highest levels of intrapreneurship. The document recommends teams of leaders use different styles to engage students and create an online learning community through diverse communication channels.
Collaborative learning refers to studying in a group where members construct a joint understanding through social interaction. It draws from theories that knowledge is built socially and learning occurs through participation in communities. Collaborative learning is effective because it can activate important learning mechanisms like explaining, arguing, giving feedback, and sharing knowledge. While technology like computer-supported collaborative learning (CSCL) can support collaboration, the quality of interaction and learner involvement are more important than the technology itself for achieving deep learning.
The document outlines an agenda for a meeting focused on 21st century learning. It discusses developing skills like network literacy and using tools like wikis and Twitter. Participants will learn about making education more relevant and how teachers can better engage students. The goal is to help schools implement changes to support modern pedagogies and collaborative professional development.
This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
This document discusses the history and theory of active learning pedagogy and its implementation in Thai classrooms. It defines active learning as involving students in higher-order thinking tasks like processing, applying, and connecting information to motivate learning. Active learning techniques discussed include individual activities like concept maps and group work like think-pair-share. The document advocates designing cognitive routines and selecting active learning techniques to build lessons that develop students' thinking. It envisions future education relying more on virtual labs, universal libraries, and search engines for personalized learning paths.
This document outlines the steps involved in Phase 2 of digital product creation, which focuses on creating a passion product and sales funnel. It involves 5 steps: 1) Creating a passion product like an eBook, 2) Designing a sales page and funnel, 3) Creating components of the sales funnel like upsells, 4) Implementing a Double Profit Formula in the backend, and 5) Using a Backend Multiplier. The goal is to complete the frontend portion involving the passion product and sales funnel by Week 9, and the backend aspects like the Double Profit Formula and Multiplier by Week 13.
This document provides information for the MTE 3012 course for semester 2 of 2015/2016, including the course framework, assessment, and links to register for an online MOOC course and Facebook group related to the class.
This document outlines the marks distribution and assignment details for the course MMB3013 – Technopreneurship and eCommerce. It is divided into 4 assignments worth 100% of the total marks. Assignment 1 involves creating an eBook draft and is due October 23. Assignment 2 focuses on finalizing the eBook design and is due November 6. Assignment 3 requires setting up an online promotional website and is due November 27. The final assignment involves promoting a physical product online and is due December 11.
This document provides recommendations for editing software that can be used for Tugasan 3, including free graphics editors like MSPaint, Pixlr, and Picmonkey, free audio editors like Cool Edit and Sound Forge, free video editors like Windows Movie Maker and online options like wevideo.com and loopster.com, as well as YouTube Video Downloader to download videos from YouTube.
This document provides recommendations for editing software that can be used for Tugasan 3, including free graphics editors like MSPaint, Pixlr, and Picmonkey, free audio editors like Cool Edit and Sound Forge, free video editors like Windows Movie Maker and online options like wevideo.com and loopster.com, as well as YouTube Video Downloader to download videos from YouTube.
This document provides recommendations for editing software that can be used for Tugasan 3, including free graphics editors like MSPaint, Pixlr, and Picmonkey, free audio editors like Cool Edit and Sound Forge, free video editors like Windows Movie Maker and online options like wevideo.com and loopster.com, as well as YouTube Video Downloader to download videos from YouTube.
Educational technology is the study and practice of facilitating e-learning through the appropriate use of technology to improve learning and performance. It encompasses instructional theory and learning theory. Educational technology includes software, hardware, internet applications like wikis and blogs, and other systems used to develop human capabilities beyond just instructional technology which focuses on design, development, use, management and evaluation of learning processes and resources. This course on technology and innovation in ICT education will define educational technology, discuss learning theory, and have students use tools like Gmail, Wikispaces, Blendspace, and create a Facebook group to participate in class activities.
This document recommends using Facebook and eBay together for online business. It notes that Facebook has over 1 billion users, making it a highly viral social networking platform for selling through pictures, video and text on a Facebook page. eBay is one of the largest e-commerce sites in the world, generating over $10 billion in annual sales with 250 million active users, and it can be integrated with Facebook. The document provides a website for a seminar on using these platforms together for internet-based business in 2013.
This Facebook group page is for the subject of Information Technology for primary school called KRT 3013. It provides resources for teaching IT to primary school students such as links to YouTube videos that can be used in lessons. The page aims to be a resource hub for primary school IT teachers to support their lesson planning and delivery.
The document discusses various types of application software, including business software like word processing, spreadsheet, database, and presentation software. It also covers graphics and multimedia software, software for home and personal use, web applications, communications software, and learning tools for application software. Specific examples are provided and figures illustrate features and uses of different application programs.
This document provides an overview of the key objectives and content covered in Chapter 4 of Discovering Computers 2012, which discusses system unit components. The chapter explores the components inside the system unit, including the motherboard, processor, memory, expansion slots, ports, buses, and power supply. It defines important concepts like volatile and non-volatile memory, RAM, ROM, and cache memory. The chapter also examines data representation using bits and bytes, compares various processors on the market, and provides guidance on cleaning computer systems.
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1. Wiki Impact On Socializing Learning: Designing Collaborative Learning Approach In Schools Presented By: Norhisham MohamadNordinUniversity of Western AustraliaEmail: norhishamn@gmail.com
2. Content outline Introduction Theoretical framework Research questions Study setting Research method Results Discussion Conclusion Questions and Answers
3. Current Classroom Scenario “Imagine a classroom where what you learn comes only from your teacher. Your only reference is your textbook. You can’t ask and give opinion, but only to listen. You have so many questions to ask but do not know who to turn to. Your classmate are in the same boat as you are. You exam is based entire on what you remember what your teacher taught in class!” Question: Does this sound like an exciting and fun learning?
4. Imagine otherwise… You create your own learning, share with friends, use Internet and other online application to help you learn, 24/7 a week “Imagine a world in which every single person on the planet is given free access to the sum of all human knowledge. That’s what we’re doing” --Jimmy Wales, Wikipedia founder (Wales, 2004)
5. Introduction : Definition of wiki Wikipedia.org A wiki is a website that uses wiki software, allowing the easy creation and editing of any number of interlinked Web pages, using a simplified markup language or a WYSIWYG text editor, within the browser. Klobas (2006) “the software [that] enables people both to read and edit the content of the site, while the site that readers see has been produced by multiple authors interacting with the software”
6. Theoretical Framework:Social Constructivist Theory Study based social constructivist theory by Vygotsky (1978) language and culture play essential roles both in human intellectual development and in how humans perceive the world. human cognitive structure is essentially socially constructed. Knowledge is not simply constructed but it is co-constructed. The social construction of knowledge through learning is therefore a collaborative process.
7. Theoretical Framework: Activity Theory Social constructivist theory is often explained in relation to activity based learning theory or activity theory for short . The expansion of Vygotsky’s ideas was developed largely under the activity theory banner. Activity theory supports several pedagogy approaches In this study, the focus will be on: project based learning, inquiry based learning and problem based learning
8. Research questions Main theme question for the study: “How can wikis effectively support computer supported collaborative learning and knowledge sharing in schools?” Specifically, the study addresses two sub-questions: 1. What learning approaches are appropriate for online collaborative learning using wikis in school? 2. What are the key factors that contribute to effective use of wikis in school?
9. Study setting 16 year old students in Malaysian schools Taking Information Communication & Technology (ICT) courses of 6 modules Wikis used in 2 modules: ICT and Society Multimedia
10. Study setting N=169 Students – 74 Male and 95 Female 11 schools – 6 Smart Schools , 5 normal schools Mix of urban, rural settings Assumption: Student taking ICT courses are IT literate Teachers integrate Internet into teaching and learning
11. Research methodology Design based research in education Design Based Research - (DBR, Brown, 1992; Collins, 1992) is the study of learning through: systematic design instructional strategies and tools DBR shapes real learning environments through educational interventions In this study: Design pedagogy activities using wiki
12. Research methodology Initial Design Study Design 1 Design 2 Design 3 Design 4 Evaluation Iterative Process Testing/ Measuring the result Finalize Design Study Re-design Study After Interview With Teachers Re-design Study After Introduction To Wiki
14. Results Activity completion rates : 100% in Ice Breaking Session (IBS) 87% Completed Task 1 (Inquiry based learning pedagogical approach ) 62% Completed Task 2 (Problem based learning pedagogical approach ) 25% Completed Task 3 (Project based learning pedagogical approach ) Factors contributing to success of the designed activities using wikis: Wiki enhance F2F group learning Incorporate real life (scenario) in learning design Implement introductory wiki courses Encourage wiki editing culture
15. Discussion Wiki study is an eye opener for teacher to fully utilized Internet, specifically Web 2.0 tools in their classroom Activities in wiki need to be design according to pedagogy Complement traditional class learning and enhance student understanding High group participation in active learning Mutual benefit among group as knowledge is shared Self directed learning – set pace of learning Acquiring new learning not covered in class
16. Conclusion Clear evidence in the study that wiki be used as a tools to support collaborative learning and knowledge sharing in schools Wiki as a social learning software: empowering knowledge to students build trust, helping each, mutual understanding teachers facilitates learning, students drives learning Web 2.0 integrate in classroom
17. Thank you Question and Answer Session norhishamn@gmail.com