The document summarizes a workshop on lifelong learning and the role of online networks. It discusses the necessity of lifelong learning in today's knowledge society. It also examines the role of formal and informal learning and how educational institutions need to adapt. Specifically, it argues that lifelong learning is best done in learning networks, and discusses how to build such networks through connective technologies and peer support structures.
Diaporama de la formation donnée le Jeudi 4 février 2021 dans le cadre du Master 1 RB 39 : Neurobiologie des processus d'apprentissage. Enseigner et apprendre à l'ère numérique, Compétences, Dispositifs, Hybridation, Classes inversées ..
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Diaporama de la formation donnée le Jeudi 4 février 2021 dans le cadre du Master 1 RB 39 : Neurobiologie des processus d'apprentissage. Enseigner et apprendre à l'ère numérique, Compétences, Dispositifs, Hybridation, Classes inversées ..
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Spring 2013 Teaching and Learning Workshops:
How People Learn
April 9, 2013
Peter Newbury
Center for Teaching Development
University of California, San Diego
ctd.ucsd.edu
Revealing the elephant in the online classroomjondron
Pedagogies as technologies, soft and hard technologies, benefits of soft technologies for learning (spoiler - the elephant is the teacher, not the technical process of teaching)
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
My slides of a presentation about what would be suitable learning designs for an open college and what considerations go into the decision for those models (content in Dutch)
MOOCs are arguable a revolutionary innovation in education. But are they really that new? Do we need to stick to a course format? Do they have to be online or is blending also acceptable? How open are they really? Should they be massive and what is massive anyway? Do the democratise education, as is often claimed?
A brief presentation for the Koninklijke Vaamse Academie van België voor Wetenschappen en Kunsten (kvab.nl) and the Universitaire Stichting (fondationuniversitaire.be) at Brussels about MOOCs, their promises and challenges, also from an ethical perspective. The OpenupEd initiative as a collaborative approach to MOOCs was presented and discussed.
Recent techniques and methods of teaching part - trapBeulahJayarani
It discuss about Recent techniques and methods of teaching -"PART - TRAP". It also discuss about what is education, teaching, innovation and types of recent trends in teaching learning method. It also explains about expansion of PART AND TRAP. Benefits and conclusion too.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
Spring 2013 Teaching and Learning Workshops:
How People Learn
April 9, 2013
Peter Newbury
Center for Teaching Development
University of California, San Diego
ctd.ucsd.edu
Revealing the elephant in the online classroomjondron
Pedagogies as technologies, soft and hard technologies, benefits of soft technologies for learning (spoiler - the elephant is the teacher, not the technical process of teaching)
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
My slides of a presentation about what would be suitable learning designs for an open college and what considerations go into the decision for those models (content in Dutch)
MOOCs are arguable a revolutionary innovation in education. But are they really that new? Do we need to stick to a course format? Do they have to be online or is blending also acceptable? How open are they really? Should they be massive and what is massive anyway? Do the democratise education, as is often claimed?
A brief presentation for the Koninklijke Vaamse Academie van België voor Wetenschappen en Kunsten (kvab.nl) and the Universitaire Stichting (fondationuniversitaire.be) at Brussels about MOOCs, their promises and challenges, also from an ethical perspective. The OpenupEd initiative as a collaborative approach to MOOCs was presented and discussed.
Recent techniques and methods of teaching part - trapBeulahJayarani
It discuss about Recent techniques and methods of teaching -"PART - TRAP". It also discuss about what is education, teaching, innovation and types of recent trends in teaching learning method. It also explains about expansion of PART AND TRAP. Benefits and conclusion too.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
Crafting Hackerspaces with Moodle and Mahara: The Potential of Creation based...Jingjing Lin
Associated keynote talk can be found on YouTube: https://www.youtube.com/watch?v=slIITVfOhXg&t=1433s
On February 18, 2022, I delivered a rather interesting and important talk online to a group of 60ish educators, researchers, and practitioners on teaching with Moodle in MoodleMoot Japan 2022. If the following keywords interest you, you should not miss this video: ontology, epistemology, psychology, educational paradigms, learning theories, and pedagogy. This video also for the first time introduces an original untested learning theory called by me "creation-based learning (CBL)". I embrace the learning paradigms of #constructivism and #connectivism. I also am a strong fan of constructionism. I hope CBL will be one step further to promote active learning online. In this video, I also raised the idea of "sustainable learning behaviors" and raised the attention of the public towards sustainable learning behaviors of creating, maintaining, recycling, renewing, and sharing knowledge using networked digital technologies.
Panel discussion of a book at the HASTAC III conference on April 20, 2009. Editors Sharon Tettegah and Cynthia Calongne. Book contributors include Jase Teoh, Grant Kien, Al Weiss, Eun Won Whang, Rhonda Trueman, Arlene de Strulle, Lisa Perez, Kona Taylor and Danielle Holt.
Taking control of your digital learning environmentFiona Jostsons
This presentation was completed as part of a unit at CSU ETL523 Leading for Digital Citizenship. I am completing this unit as part of my Masters of Knowledge Networking and Digital Integration.
When creating MOOCs, one needs to take a design stance. Importantly, one should do the full design cycle and not just plan online add ons to the customary lecturing
Presentation for a doctoral seminar at the University of Lancaster, Lancaster, UK, March 24, 2010. The argument put forth is that open, distributed infrastructures are the way go for networked learning, particularly in non-formal settings.
Presentation for a doctoral seminar at the Glasgow Caledonian University Glasgow, UK, March 25, 2010. The argument put forth is that open, distributed infrastructures are the way go for networked learning, particularly in the non-formal settings that are needed for professional development to thrive.
The presentation discusses the orchestration of networked innovation and collaboration. It discussed some backgrounds and contains slides from the workshop's participants' attempt at answering the question of how to innovate with web 2.0 tools
A presentation about quality assurance for e-learning. Does e-learning pose new challenges? Existing quality frameworks suffice for instrumental implementations of e-learning, that aim to add or substitute functionalities; they do not for transformative e-learning that seeks to explore new forms of learning. CC, attribution, share alike
The presentation connects a variety of open movements (open standards, open learning, open source, open innovation) and argues for the viability to open innovation of a modern approach to open learning, i.e. learning networks.
De presentatie geeft argumenten voor de geschiktheid van leernetwerken voor post-initieel, non-formeel leren, en beschrijft de belangrijkste elementen van zo'n leernetwerk.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
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 ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
workshop 'een levenlang leren, de rol van online netwerken"
1. Workshop “een levenlang leren,
de rol van online netwerken”
Peter B. Sloep
Bij de installatie dr. Marcel van der Klink als
lector
Zuyd Hogeschool, 15 juni 2012, Heerlen
Friday, June 15, 12
3. Agenda
1. de noodzaak van levenlang leren
2. formeel en informeel leren, rol onderwijs
3. wat moet er veranderen, hoe?
4. het ‘bouwen’ van leernetwerken, didactiek
& onderwijstechnologie
5. conclusies
Friday, June 15, 12
4. 1 De noodzaak van een
levenlang leren
Friday, June 15, 12
5. Manuel Castells:
netwerkmaatschappij,
informatiemaatschappij Castells, M. (1996). The
information age: economy,
society and culture, part 1: the
rise of the network society.
Oxford: Blackwell.
Toffler, A. (1980). The Third
Wave. Morrow, New Jersey.
Alvin Toffler: third wave
Drucker, P. F. (1993). The post-
capitalist society. Oxford:
Butterworth Heinemann.
Peter Drucker: kenniswerker
Friday, June 15, 12
6. Knowledge workers in today's workforce are individuals
who are valued for their ability to act and communicate
with knowledge within a specific subject area. ... Fueled by
their expertise and insight, they work to solve those
problems, in an effort to influence company decisions,
priorities and strategies. What differentiates knowledge
work from other forms of work is its primary task of “non-
routine” problem solving that requires a combination of
convergent, divergent, and creative thinking.
Reinhardt, W., Schmidt, B., Sloep, P. B., & Drachsler, H. (2011).
Knowledge Worker Roles and Actions - Results of Two
Empirical Studies. Knowledge and Process Management, 18(3),
150-174.
Friday, June 15, 12
7. [Knowledge workers] ‘require new work styles [...]
localisation, selection and combination [of] artefacts (e.g.
information, tools, software) and of other people [...]’,
‘find themselves operating in distributed, dynamically-
changing and technologically-mediated [...] ill-defined, non-
hierarchical environments within expanding geographical
and time horizons; developing and maintaining networks
with peers and expert communities and collaborating in
culturally diverse and geographically distributed teams [...]
(learning) goals are emergent [...] there is no longer any
one authority that can tell you what you need to learn and
when. [...] the ability to self-regulate one’s learning [...].
Margaryan, A., Milligan, C., & Littlejohn, A. (2009). Self-regulated learning and knowledge sharing in the workplace : Differences
and similarities between experts and novices. Proceedings of 2009 Researching Work and Learning (RWL) Conference,
Roskilde, Denmark (Vol. 68). Roskilde, Denmark.
Friday, June 15, 12
8. 2 Informeel & formeel
leren: wat te doen met
onderwijsinstellingen?
Friday, June 15, 12
9. non-
formeel informeel
formeel
leren leren
leren
traditionele,
initieel komt niet hebben we
schoolse
onderwijs voor het niet over
onderwijs
professionele
na-her- en
post-initieel ontwikkeling hebben we
bijscholen via
onderwijs & levenslang het niet over
training
leren
Friday, June 15, 12
13. Complexe problemen
• “ill-structured problems can only be
characterised incompletely, detailed
information about them is hard to come by,
uniformly applicable procedures for solving
them are lacking, and what procedures we
have may be conflicting”
• hun oplossing vraagt daarom creatieve
inzichten, het ontwikkelen van nieuwe kennis
Ge, X., & Land, S. (2004). A conceptual framework for scaffolding ill-structured problem-solving
process using question prompts and peer interaction. Educational Technology Research and
Development, 52(2), 5–22.
Friday, June 15, 12
14. Yochai Benkler
University networks and technical platforms will
have to focus on managing the increasingly
permeable boundaries among universities, and
between universities and the world outside them.
University platform design should be focused on
ensuring that faculty and students have the greatest
degree possible of authority and capacity to act
freely, innovate internally, and participate externally.
Benkler, Y. (2009). The Tower and the Cloud: Higher Education in the Age of Cloud
Computing. In R. N. Katz (Ed.), The University in the Networked Economy and Society:
Challenges and Opportunities (pp. 51-61). Educause.
Friday, June 15, 12
15. 3 Wat moet er
veranderen, hoe doen
we dat?
Friday, June 15, 12
16. community
lerend
individu
leernetwerk
Friday, June 15, 12
17. research: hoe werkt
dat, netwerkleren?
• game theory
• social network analysis
Dall’asta, L., Marsili, M., & Pin, P. (2012). Collaboration in social networks. Proceedings of
the National Academy of Sciences of the United States of America, 109(12), 4395-4400.
doi:10.1073/pnas.1105757109
Friday, June 15, 12
22. elementen
van PLN’s
pbsloep.blogspot.com
www.scoop.it/
www.mendeley.com/profiles/peter-sloep/
Friday, June 15, 12
23. Uitdaging 1:
onderwijskundig/
didactisch
Friday, June 15, 12
24. • sleutelprobleem: hoe verzorg je
didaktische ondersteuning voor informeel
lerenden? Instructieontwerp is maar
beperkt bruikbaar
Friday, June 15, 12
25. • lerende, losse collectieven van
kenniswerkers (collective learning)
• georganiseerd in tijdelijke, ad-hoc
groeperingen waarvan de leden elkaar
ondersteunen (peer support)
• groepen maken deel uitmaken van grote,
online, onderwerpspecifieke sociale
netwerken (social capital)
Sloep, P. B. (2009). Fostering Sociability in Learning Networks through Ad-Hoc Transient Communities. In M. Purvis
& B. T. R. Savarimuthu (Eds.), (pp. 62-75). Heidelberg, Germany: Springer.
Friday, June 15, 12
26. • Self-regulated/self-directed learning
• taakanalyse, doel vaststellen,
zelfevaluatie/reflectie, aanpassing
• Rol motivatie, rol docent, rol instelling, rol
peers
Zimmerman, B. J. (2006). Development and Adaptation of Expertise: The Role of Self-Regulatory
Processes and Beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The
Cambridge Handbook of Expertise and Expert Performance (pp. 705-722). Cambridge U.P.
Friday, June 15, 12
28. • zoekmachines, wikipedia, blogs, twitter,
scoop.it, RSS feeds, ...
• Open Educational Resources
• Open Data, Open Journals, Open ...
• issue: hoe onderscheid je amateurs van
experts?
Keen, A. (2005). The Cult of the Amateur: How Today’s Internet is Killing Our Culture. New York: Random House.
Surowiecki, J. (2004). The Wisdom of the Crowds. New York: Random House.
Friday, June 15, 12
29. • fora, blogs, microblogs, ...
• generieke sociale netwerken als
Facebook, Google+, LinkedIn, Plaxo,
Yammer, Netvibes, ....
• specifieke sociale netwerken als
Mendeley, Academia.org, ...
• NB: privacy issues en missende functies
Berlanga, A. J., & Sloep, P. B. (2011). Towards a Digital Learner Identity. In F. Abel,V. Dimitrova, E. Herder, &
G.-J. Houben (Eds.), Augmenting User Models with Real World Experiences Workshop (AUM). In
conjunction with UMAP 2011. July, 15, 2011, Girona, Spain. Girona, Spain.
Friday, June 15, 12
30. • peer support
• social search engine
• remashed
• content recommender op basis van
facebook, delicious, ...
• ...
Van Rosmalen, P. (2008). Supporting the tutor in the design and support of adaptive e-learning;
SIKS Dissertation Series No. 2008-07. Onderwijstechnologische Expertisecentrum OTEC.
Open Universiteit Nederland, Heerlen.
Friday, June 15, 12