Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
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
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.
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.
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
Concordia University piloted a credit information literacy course for 800 "at-risk" students using Moodle to create a hybrid learning experience. Over two terms, 500 students took the course in the fall with positive feedback, and 200 students took it in the winter. Test scores showed an average 33% improvement in information literacy skills. Moving forward, the university aims to increase hands-on activities, student communication, and asynchronous e-learning in the course.
CeLC 2010 - Preparing K-12 Teachers to Support Online LearningMichael Barbour
Barbour, M. K. & Unger, K. (2010, June). Preparing K-12 teachers to support online learning. A paper presented at the annual Canadian eLearning Conference, Edmonton, AB.
Gerald Bergstrom implemented a blended biology course at the University of Wisconsin-Milwaukee to address large class sizes and expand flexible learning options. The course included weekly online lectures, quizzes, and discussions as well as in-person discussions, presentations, and exams. This blended approach provided similar success rates to the traditional face-to-face course with added flexibility for students and instructors. While the blended format resulted in some increased workload, benefits included engaging students collaboratively and providing feedback to improve learning. Future improvements may include accompanying reading assignments with voice-over presentations and using face-to-face time primarily for interactive learning activities.
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
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
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.
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.
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
Concordia University piloted a credit information literacy course for 800 "at-risk" students using Moodle to create a hybrid learning experience. Over two terms, 500 students took the course in the fall with positive feedback, and 200 students took it in the winter. Test scores showed an average 33% improvement in information literacy skills. Moving forward, the university aims to increase hands-on activities, student communication, and asynchronous e-learning in the course.
CeLC 2010 - Preparing K-12 Teachers to Support Online LearningMichael Barbour
Barbour, M. K. & Unger, K. (2010, June). Preparing K-12 teachers to support online learning. A paper presented at the annual Canadian eLearning Conference, Edmonton, AB.
Gerald Bergstrom implemented a blended biology course at the University of Wisconsin-Milwaukee to address large class sizes and expand flexible learning options. The course included weekly online lectures, quizzes, and discussions as well as in-person discussions, presentations, and exams. This blended approach provided similar success rates to the traditional face-to-face course with added flexibility for students and instructors. While the blended format resulted in some increased workload, benefits included engaging students collaboratively and providing feedback to improve learning. Future improvements may include accompanying reading assignments with voice-over presentations and using face-to-face time primarily for interactive learning activities.
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
This document discusses putting pedagogy before technology in education. It advocates developing teaching approaches based on active, collaborative and authentic learning before adopting educational technologies. The document provides examples of these pedagogical approaches, such as using problem-based learning, simulations and team projects. It also discusses issues with traditional exams and promotes more authentic forms of assessment that require students to apply their knowledge, such as projects, portfolios and presentations.
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
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.
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.
Comparing use of Technology Enhanced Learning in an on-campus class and a dis...Sheila Webber
Presentation given on 6 July 2017 by Sheila Webber and Pamela McKinney, Information School, University of Sheffield, UK at the University of Sheffield TELfest (Technology Enhanced Learning festival)
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.
Leveraging learning technologies to support Indigenous postgraduate students ...Blackboard APAC
This document discusses leveraging learning technologies to support Indigenous postgraduate students. It provides data on the low numbers of Indigenous higher degree research students and their slightly lower retention rates compared to non-Indigenous students. Barriers they face include issues with cultural safety, supervision and balancing family/community responsibilities. Enablers include family/community support and opportunities to give back. The document suggests learning management systems could help by incorporating Indigenous holistic pedagogies focusing on community and relationships rather than individual tasks. This may help form online communities of practice to better support Indigenous higher degree students.
Job Talk: Research (2013) - Kennesaw State UniversityMichael Barbour
Michael Barbour is an assistant professor at Wayne State University who researches K-12 online learning. His research agenda focuses on effective design, delivery, and support of online K-12 education. This includes examining teacher and student experiences, preparation of online educators, and policy issues. He teaches both online and face-to-face courses on instructional technology and qualitative research methods at the university level.
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.
This document summarizes a study on the benefits of classroom blogging. The study examined one classroom blog created by a veteran math teacher for his Pre-Calculus class. The blog had 30 student posts, 11 teacher posts, and 26 student comments. The results of the study supported claims from literature that blogs can promote learning, reflection, collaboration and accountability. However, the authors note that one case study may not represent results for all teachers using blogs. The summary concludes by posing questions for further research on classroom blogging since the original study was conducted over 10 years ago.
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
This document summarizes the results of flipping a large enrollment academic skills course from a traditional lecture format to a flipped classroom approach. In 2015, the course used weekly lectures and seminars (232 students). In 2016, weekly video lectures were assigned as pre-class work and class time involved structured activities in small groups (315 students). Assessment results showed no significant differences in average rubric scores or pass rates between the two cohorts. While flipping the course was viable, ensuring all students complete pre-class work can be challenging. Lessons learned include the need to balance in-class and pre-class work. The presenters plan to formalize formative assessment and continue improving the flipped approach.
This document discusses internationalizing the curriculum at Glasgow Caledonian University. It provides context on GCU's internationalization strategy, which aims to embed internationalization across all university activities. It then describes the GLOBAL PERSPECTIVES project, which is researching internationalization of the curriculum at GCU from the perspectives of students, faculty and best practices. Initial findings show that internationalization is seen primarily as international student recruitment rather than developing global competencies in all students. The document advocates for a university-wide approach and flexible support to internationalize curricula through critical reflection and collaboration across disciplines.
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.
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
This document discusses putting pedagogy before technology in education. It advocates developing teaching approaches based on active, collaborative and authentic learning before adopting educational technologies. The document provides examples of these pedagogical approaches, such as using problem-based learning, simulations and team projects. It also discusses issues with traditional exams and promotes more authentic forms of assessment that require students to apply their knowledge, such as projects, portfolios and presentations.
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
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.
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.
Comparing use of Technology Enhanced Learning in an on-campus class and a dis...Sheila Webber
Presentation given on 6 July 2017 by Sheila Webber and Pamela McKinney, Information School, University of Sheffield, UK at the University of Sheffield TELfest (Technology Enhanced Learning festival)
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.
Leveraging learning technologies to support Indigenous postgraduate students ...Blackboard APAC
This document discusses leveraging learning technologies to support Indigenous postgraduate students. It provides data on the low numbers of Indigenous higher degree research students and their slightly lower retention rates compared to non-Indigenous students. Barriers they face include issues with cultural safety, supervision and balancing family/community responsibilities. Enablers include family/community support and opportunities to give back. The document suggests learning management systems could help by incorporating Indigenous holistic pedagogies focusing on community and relationships rather than individual tasks. This may help form online communities of practice to better support Indigenous higher degree students.
Job Talk: Research (2013) - Kennesaw State UniversityMichael Barbour
Michael Barbour is an assistant professor at Wayne State University who researches K-12 online learning. His research agenda focuses on effective design, delivery, and support of online K-12 education. This includes examining teacher and student experiences, preparation of online educators, and policy issues. He teaches both online and face-to-face courses on instructional technology and qualitative research methods at the university level.
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.
This document summarizes a study on the benefits of classroom blogging. The study examined one classroom blog created by a veteran math teacher for his Pre-Calculus class. The blog had 30 student posts, 11 teacher posts, and 26 student comments. The results of the study supported claims from literature that blogs can promote learning, reflection, collaboration and accountability. However, the authors note that one case study may not represent results for all teachers using blogs. The summary concludes by posing questions for further research on classroom blogging since the original study was conducted over 10 years ago.
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
This document summarizes the results of flipping a large enrollment academic skills course from a traditional lecture format to a flipped classroom approach. In 2015, the course used weekly lectures and seminars (232 students). In 2016, weekly video lectures were assigned as pre-class work and class time involved structured activities in small groups (315 students). Assessment results showed no significant differences in average rubric scores or pass rates between the two cohorts. While flipping the course was viable, ensuring all students complete pre-class work can be challenging. Lessons learned include the need to balance in-class and pre-class work. The presenters plan to formalize formative assessment and continue improving the flipped approach.
This document discusses internationalizing the curriculum at Glasgow Caledonian University. It provides context on GCU's internationalization strategy, which aims to embed internationalization across all university activities. It then describes the GLOBAL PERSPECTIVES project, which is researching internationalization of the curriculum at GCU from the perspectives of students, faculty and best practices. Initial findings show that internationalization is seen primarily as international student recruitment rather than developing global competencies in all students. The document advocates for a university-wide approach and flexible support to internationalize curricula through critical reflection and collaboration across disciplines.
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.
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students in implementing project-based learning are also outlined. While research on its effectiveness is mixed, proponents argue it can increase student engagement when implemented properly.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students are examined, with teachers acting as facilitators and students responsible for self-directed learning. Research on project-based learning is mixed, finding it can be engaging but also stressful for teachers.
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.
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.
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Blended learning - Online Learning and Traditional LearningArpit Srivastava
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
Session03 ICT for Meaningful Learning (SDL & CoL)Ashley Tan
The document discusses dimensions of meaningful learning including collaborative learning, self-directed learning, and how teachers can support these approaches. It provides details on collaborative learning techniques like group roles and tasks. For self-directed learning, it defines SDL and discusses creating learning contracts and using blogs. It also shows how ICT tools can enable both collaborative and self-directed learning.
The document discusses new literacies involving skills for online collaborative inquiry, reading comprehension, and content construction. It defines these terms, providing examples of how they involve problem solving, evaluating information from multiple sources, and constructing knowledge through digital tools. The document also recommends administrative roles to support new literacies, such as encouraging teacher websites and professional learning networks, requiring blended lessons, and investing in professional development over technology alone.
student engagement and success through collaborative PjBLBeata Jones
This document discusses using collaborative project-based learning (PjBL) to engage 21st century students and ensure their success. It notes that today's students have shorter attention spans, resist memorization, and see learning as a social activity. PjBL emerges as an effective practice that involves confronting real-world problems, collaborating to create solutions, and presenting results. The document provides examples of PjBL design principles like formulating learning outcomes, creating authentic projects, facilitating collaboration, and utilizing classroom technology and other resources to support significant learning through PjBL.
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.
1) Four higher education institutions in South Africa collaborated to design and facilitate a short course on teaching with emerging technologies across institutional boundaries.
2) The course aimed to address shared challenges around limited resources and promote sharing of best practices between institutions. It used cloud-based tools instead of individual institutional learning management systems.
3) Participants reported that the flexible design, emphasis on reflection and practice, and modeling of using technology for meaningful learning achieved the goals of empowering educators and transforming teaching practices. Areas for ongoing work include developing collaborative models that foster knowledge sharing while minimizing intellectual tensions.
Blogs for Pre-Reading in Higher Education: A PrototypeKristian_Leisegang
Kristian Leisegang is a clinical science coordinator at the School of Natural Medicine, University of the Western Cape. He teaches modules in general and systemic pathology, general medicine, clinical diagnosis, and differential diagnosis to third and fourth year students. He is completing a PhD in medical bioscience and also performs administrative duties like setting exams and marking assignments. He is focused on improving his teaching skills and finding new ways to engage students and help them assimilate complex concepts, such as those in general pathology, which underpins the study of disease.
iScoil - online learning for early school leavers MCheckley
This document discusses online learning for early school leavers through the iScoil model in Ireland. It provides an overview of online learning and the global picture of virtual schools. It then focuses on iScoil, which provides online education for students aged 13-16 who have left traditional schooling early. Statistics on iScoil's enrollment in 2012-2013 and student progression routes are presented. The educational experience is examined using the Community of Inquiry model, and authoring tools are discussed for reflecting on lesson design. Student and teacher perspectives on iScoil are shared. Considerations for developing the iScoil model further, such as integrating social networking and video conferencing, are discussed.
Cambridge Curriulum for Information Literacy workshop presentationJane Secker
The document summarizes a workshop aimed at gathering feedback on a draft curriculum for information literacy. It provides an agenda for the workshop including welcome, presentations on the background and draft curriculum, discussion, and next steps. It also gives context on the development of the curriculum through expert consultation and outlines some of the key attributes and themes covered in the draft curriculum.
Similar to Wiki Pedagogy: Changing The Education Landscape (20)
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.
This chapter introduces basic computer concepts such as the definition of a computer, the components of a computer including input, output, storage and processing devices, and different categories of computers. It discusses networks and the internet, types of computer software, advantages and disadvantages of computer usage, and how computers are used by different types of users and in various aspects of society such as education, healthcare, science and more. The chapter provides an overview of key computer literacy topics to help readers understand the role and impact of computers in today's digital world.
The document provides an overview of chapter 2 from the textbook Discovering Computers 2012. It summarizes the evolution of the Internet from ARPANET in 1969 to today's worldwide network. It also describes the world wide web and how users access web pages through browsers. Finally, it outlines other Internet technologies like email, instant messaging, e-commerce, and netiquette guidelines.
This document provides an overview of Web 2.0 tools and their use in education. It discusses how Web 2.0 enables socialization, collaboration, creativity, authenticity, and sharing among students. Popular Web 2.0 tools mentioned include blogs, wikis, podcasting, social bookmarking, social networks, and video sharing sites. The document also outlines how Web 2.0 tools can be used for personal reflection, seeking feedback, and limited only by one's imagination in education.
Primary storage, also known as internal memory, is the computer memory that is directly accessible to the central processing unit without using input/output channels. It is used to store data that is actively being used and includes processor registers for instruction information, cache memory to increase processor performance, and main memory containing currently running programs and operating data, such as random access memory.
The document discusses the usage of information and communication technology (ICT) in various sectors of daily life. ICT is used in education for e-learning, finding information online, and library automation. In banking, ICT is used for online banking, ATMs, and transferring money. Industry utilizes ICT through robotics, supercomputers, and quality testing equipment. Commerce employs ICT for e-commerce, online payments, advertising, and stock markets.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Academic Coffee Session (ACS) 25 July 2009, Murdoch University MyPSAWA Wiki Pedagogy: Changing The Education Landscape 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 Reflecting on PhD Journey Questions and Answers
3. Current Classroom Scenario “Imagine in a classroom where what you learn only comes directly from your teacher. You don’t have any textbook to refer to, merely your teacher’s presentation slides where you have stared blankly from the LCD projector. You can’t ask question or give opinion, but only to listen. The excitement is because your are having your class in a computer lab. Sadly, you cant’ even turn on the computer. You have so many questions to ask but do not know who to turn to. Your classmates have lost interest in the teaching. They are playing games with their mobile phone. Your teacher reminded you that what she taught today will be in the coming mid term exam and you don’t have any clues what she is talking about for the entire 75 minutes of class time!” Question: Does this sound like an exciting and fun classroom learning ?
4. Imagine otherwise… You create your own learning, share with friends, use Internet and other online application to help you learn, 24/7 “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 on 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 approaches 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: Proportion groups member between 4-5 for effective 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 can be used as a tools to support collaborative learning and knowledge sharing in schools Wiki pedagogy used in teaching & learning: design learning around the education syllabus empowering knowledge to students more knowledge shared, more learning done build trust, helping each, mutual understanding among students teachers facilitates learning, students drives learning Web 2.0 integrate in classroom