The document summarizes a case study on using social computing and web cartoons to motivate young people to reflect on their skills and competencies. It describes the Cartoon Planet workshop which used role plays, group activities, and an online skills passport game to help 12 students reflect on their strengths in a fun and engaging way. The results showed students were focused, mastered the tools quickly, and successfully reflected on their learning through creating avatars. Key elements for engaging youth include a tutor's support, use of ICT, social learning approaches, and including a fun component.
The document discusses project-based learning (PBL), an approach where students work in teams to explore real-world problems. It provides an example where a high school team had to make a local bank more environmentally sustainable on a budget. The students used software like SketchUp and Skype, and consulted experts to complete their project. By using technology like modeling software to make their thinking visible, the students gained 21st century skills through an authentic challenge rather than focusing on the tools themselves.
The document discusses project-based learning (PBL), an approach where students work in teams to explore real-world problems. It provides an example where a high school team had to make a local bank more environmentally sustainable on a budget. The students used software like SketchUp and Skype, and consulted experts to complete their project. PBL helps students develop 21st century skills and allows technology to be integrated naturally to help meet project goals, rather than being the focus of the project.
My presentation at the #restartedu Imaginarium organised by @crosro & @techsoupro in Bucharest Romania 25/26 February 2012
This Is My Brain on Co-creating Open Metaphors
The document outlines an agenda for a workshop on reinventing project-based learning using digital tools. It discusses exploring project-based learning models and designing frameworks. Participants will learn about tools that support collaboration and complete lightning demos of digital tools. The workshop will also cover instructional design, assessment strategies for projects, and tips for project management.
The document discusses managing technological change at an educational institution. It outlines the hardware and software resources available, and how the teaching and management cultures need to change to integrate technology effectively. A long term strategic plan is outlined to gradually introduce technology in a supported way through clear communication, training, getting feedback, and allowing for mistakes. Keys to success include keeping the process simple, providing resources, celebrating small wins, and accepting that not everyone will adopt the new technologies at once. Surveys and examples like successful blogs or conferences can demonstrate if permanent culture change has occurred.
The document discusses 21st century skills and integrating them into the classroom curriculum. It defines 21st century skills as skills needed to succeed in today's knowledge-based economy, including learning and thinking skills. It acknowledges challenges around large-scale implementation and concerns that focusing on these skills could take away from fundamentals. However, it provides examples of how 21st century skills can be incorporated into core subjects like English and science. It concludes that these skills have been important for a long time and prepare students for life after school by training them to create and obtain knowledge, not just recite it.
The document discusses enhancing learning through good design using information and communication technologies (ICT). It addresses some key challenges in learning in the 21st century and how ICT provides opportunities to address these challenges through effective design. Some principles of good design for learning are discussed, including using different media effectively, interactivity, and designing for reuse. Approaches like agile development of learning objects and learning design are presented as ways to capture and share good learning designs.
This document discusses project-based learning and its benefits. It outlines some key elements of the project-based learning approach, including using real-world projects as the centerpiece of the curriculum, collaborating to solve authentic problems, and integrating technology as a tool. The document provides examples of project ideas and lists some benefits of project-based learning such as improved learning, building of life skills, and connecting students to their community. Resources for learning more about project-based learning are also included.
The document discusses project-based learning (PBL), an approach where students work in teams to explore real-world problems. It provides an example where a high school team had to make a local bank more environmentally sustainable on a budget. The students used software like SketchUp and Skype, and consulted experts to complete their project. By using technology like modeling software to make their thinking visible, the students gained 21st century skills through an authentic challenge rather than focusing on the tools themselves.
The document discusses project-based learning (PBL), an approach where students work in teams to explore real-world problems. It provides an example where a high school team had to make a local bank more environmentally sustainable on a budget. The students used software like SketchUp and Skype, and consulted experts to complete their project. PBL helps students develop 21st century skills and allows technology to be integrated naturally to help meet project goals, rather than being the focus of the project.
My presentation at the #restartedu Imaginarium organised by @crosro & @techsoupro in Bucharest Romania 25/26 February 2012
This Is My Brain on Co-creating Open Metaphors
The document outlines an agenda for a workshop on reinventing project-based learning using digital tools. It discusses exploring project-based learning models and designing frameworks. Participants will learn about tools that support collaboration and complete lightning demos of digital tools. The workshop will also cover instructional design, assessment strategies for projects, and tips for project management.
The document discusses managing technological change at an educational institution. It outlines the hardware and software resources available, and how the teaching and management cultures need to change to integrate technology effectively. A long term strategic plan is outlined to gradually introduce technology in a supported way through clear communication, training, getting feedback, and allowing for mistakes. Keys to success include keeping the process simple, providing resources, celebrating small wins, and accepting that not everyone will adopt the new technologies at once. Surveys and examples like successful blogs or conferences can demonstrate if permanent culture change has occurred.
The document discusses 21st century skills and integrating them into the classroom curriculum. It defines 21st century skills as skills needed to succeed in today's knowledge-based economy, including learning and thinking skills. It acknowledges challenges around large-scale implementation and concerns that focusing on these skills could take away from fundamentals. However, it provides examples of how 21st century skills can be incorporated into core subjects like English and science. It concludes that these skills have been important for a long time and prepare students for life after school by training them to create and obtain knowledge, not just recite it.
The document discusses enhancing learning through good design using information and communication technologies (ICT). It addresses some key challenges in learning in the 21st century and how ICT provides opportunities to address these challenges through effective design. Some principles of good design for learning are discussed, including using different media effectively, interactivity, and designing for reuse. Approaches like agile development of learning objects and learning design are presented as ways to capture and share good learning designs.
This document discusses project-based learning and its benefits. It outlines some key elements of the project-based learning approach, including using real-world projects as the centerpiece of the curriculum, collaborating to solve authentic problems, and integrating technology as a tool. The document provides examples of project ideas and lists some benefits of project-based learning such as improved learning, building of life skills, and connecting students to their community. Resources for learning more about project-based learning are also included.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
This document outlines 16 different pedagogical approaches for using Second Life in the classroom, including adding a visual element to explain concepts, hosting an interactive library of resources, role playing with predetermined roles and scenarios, simulations, creating and playing learning games, using it for skill development, research, virtual field trips, social activities, anonymity, machinima creation, recruitment, awareness promotion, building, and open participative learning communities. It recommends starting with establishing a comfort zone, doing an induction with students, setting clear expectations for how students will learn, finding the right balance of structure, encouraging exploration and collaboration, considering assessment models, and having students document their experiences.
ICT Use for Designing Proactive Personalizing Learning Activities in Primary ...NatalijaIgnatova
The aim of the paper is to introduce primary teachers to simple practical insights on how to learn to design learning. The paper presents the experience of the Future Classroom Lab (FCL) model development and its implementation in Lithuania. Teachers are often focused on the content and knowledge construction, and this paper proposes to also focus on the process. How is the FCL model understood in this paper? The central unit of the learning process is a Learning Scenario – a short description of the idea of how to solve a real-life issue or create an object relevant for learners’ experience, or make an inquiry into a new subject-matter.
The Role of Creativity in Student Engagement, Learning through Social Learnin...mdxaltc
George Dafoulas discusses creativity and student engagement in learning. He presents several case studies of incorporating creativity into teaching, including using virtual worlds, computer-supported cooperative learning across universities, social learning networks like Facebook, and role-playing forensic investigation scenarios. Students engage with varied tools and experiences that aim to develop ideas and solutions in unique, relevant, and collaborative ways.
'The role of creativity in Student Engagement - learning through Social Learn...mdxaltc
George Dafoulas discusses creativity and student engagement in learning. He presents several case studies where creativity is incorporated into the curriculum, including using virtual worlds and social networks to enhance collaboration. Students engage in role-playing scenarios, simulations, and real-world projects. Dafoulas believes creativity can be triggered in students and highlights techniques like relaxing exercises, freedom of expression, and making emotional connections to promote creative thinking.
The Innovation Management eCourse: Advancing the 21st Century Entrepreneurshi...Niki Lambropoulos PhD
The Innovation Management eCourse: Advancing the 21st Century Entrepreneurship Skills in Europe
Sophi Danis, Niki Lambropoulos, Intelligenesis, United Kingdom
EDEN Never waste a crisis Athens 28th of October 2011
Pedro Encarnação: Development of an Integrated Manipulation and Communication...Beitissie1
The document summarizes a lecture on the development of an integrated manipulation and communication assistive technology (IAMCAT) to support academic activities for children with disabilities. The IAMCAT allows children to control a Lego robot or virtual robot to manipulate educational objects and communicate about learning experiences. Nine children with disabilities used the IAMCAT in their regular classrooms for language, math, science, and social studies activities. Teachers perceived that the IAMCAT enabled participation, increased communication, and contributed to accessing new knowledge for the children.
The document discusses project-based learning (PBL), an approach where students work in teams to explore real-world problems. It provides an example where a high school team had to make a local bank more environmentally sustainable on a budget. The students used software like SketchUp and Skype, and consulted experts to complete their project. PBL helps students develop 21st century skills and allows technology to be integrated naturally to help meet project goals, rather than being the focus of the project.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
1) The project aims to research and develop practices around digital tools' role in children's development and learning. It involves researchers, educators, and daycare institutions.
2) The project will map existing digital strategies, observe current practices, and experimentally develop new practices in collaboration with children and educators. This includes labs on co-production, new forms of communication, and exploring the global world.
3) The goal is to move beyond top-down approaches and develop practices from an "eye level" perspective through collaborative exploration and gradually increasing child control over digital tools like iPads.
Interdisciplinary approach of learning sharing best practicesLivia Dobrescu
RASHMI KATHURIA PGT(Mathematics) KHMS, Ashok Vihar Delhi- 110052, ISA Coordinator, India
Interdisciplinary approach of learning Sharing best practices….
This document provides an overview of four approaches to engagement at the University of Michigan: the Michigan Internship Learning Environment (MILE), digital badges, electronic portfolios, and digital storytelling. MILE is an online platform that supports and enhances off-campus learning experiences. Digital badges recognize and validate learning opportunities outside the classroom. Electronic portfolios help students reflect on their engaged learning experiences and integrate them with their coursework. Digital storytelling combines digital media like images, video and audio to create narrative stories. The document discusses how each approach is used at U-M and provides resources for further exploration.
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.
The document discusses skills needed for the modern workforce and strategies for incorporating internet resources into the classroom. It advocates supplementing textbooks with tools that develop skills like collaboration, communication, critical thinking and problem solving. Specific strategies are proposed, like using online tools for writing assignments, projects and discussions to prepare students for careers that require adaptability, teamwork and managing information. The document argues that technology should be integrated pedagogically, not as a special task, to cultivate multiliteracies through activities involving instruction, practice and reflection.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
This document discusses simple screen casting tools that can be used to create educational tutorials. It provides examples of screen casting software like Camtasia Studio that allows users to record their screen and narration. The document outlines the process of conceptualizing, storyboarding, and distributing tutorials. It also discusses using screen casts to demonstrate tasks or activities to supplement textual instructions for students. Teachers can guide students in creating their own simple instructional screen casts to develop creativity skills like analysis, synthesis, and promotion.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
This document outlines an educational technology portfolio that includes profiles of two students, Remie Joy L. Alilano and Mariana A. Jaafar. It then provides definitions and explanations of key concepts in educational technology, including how technology can be used as both a "boom" and "bane." It discusses systematic approaches to teaching and the roles of technology in learning. The document also explains Edgar Dale's Cone of Experience and models of learning, such as meaningful learning. It reflects on how a course in Educational Technology 2 helped students learn to use technology effectively in their education and future teaching careers.
Reconsidering digital education through a theory of practice Cristina Costa
Through a Bourdieuian lens, the document discusses digital technologies in higher education. It summarizes key Bourdieu concepts like habitus, capital, and field as lenses to understand student experiences with digital learning. Specifically, it examines how habitus, represented through student dispositions, interacts with digital cultures and literacies within the field of higher education. The document advocates combining Bourdieu with other theories for a flexible research approach to challenge assumptions and understand student practices.
Public Lecture with Prof. Michael Apple at the University of Strathclyde. Jun...Cristina Costa
Professor Michael Apple will deliver a public lecture at the University of Strathclyde on June 16th titled "Are current educational reforms really democratic?". In the lecture, Professor Apple will discuss how educational reforms promoted as enhancing democracy in many nations have instead increased inequality and shifted understandings of democracy away from fully participatory forms. Registration for the lecture is required by June 3rd.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
This document outlines 16 different pedagogical approaches for using Second Life in the classroom, including adding a visual element to explain concepts, hosting an interactive library of resources, role playing with predetermined roles and scenarios, simulations, creating and playing learning games, using it for skill development, research, virtual field trips, social activities, anonymity, machinima creation, recruitment, awareness promotion, building, and open participative learning communities. It recommends starting with establishing a comfort zone, doing an induction with students, setting clear expectations for how students will learn, finding the right balance of structure, encouraging exploration and collaboration, considering assessment models, and having students document their experiences.
ICT Use for Designing Proactive Personalizing Learning Activities in Primary ...NatalijaIgnatova
The aim of the paper is to introduce primary teachers to simple practical insights on how to learn to design learning. The paper presents the experience of the Future Classroom Lab (FCL) model development and its implementation in Lithuania. Teachers are often focused on the content and knowledge construction, and this paper proposes to also focus on the process. How is the FCL model understood in this paper? The central unit of the learning process is a Learning Scenario – a short description of the idea of how to solve a real-life issue or create an object relevant for learners’ experience, or make an inquiry into a new subject-matter.
The Role of Creativity in Student Engagement, Learning through Social Learnin...mdxaltc
George Dafoulas discusses creativity and student engagement in learning. He presents several case studies of incorporating creativity into teaching, including using virtual worlds, computer-supported cooperative learning across universities, social learning networks like Facebook, and role-playing forensic investigation scenarios. Students engage with varied tools and experiences that aim to develop ideas and solutions in unique, relevant, and collaborative ways.
'The role of creativity in Student Engagement - learning through Social Learn...mdxaltc
George Dafoulas discusses creativity and student engagement in learning. He presents several case studies where creativity is incorporated into the curriculum, including using virtual worlds and social networks to enhance collaboration. Students engage in role-playing scenarios, simulations, and real-world projects. Dafoulas believes creativity can be triggered in students and highlights techniques like relaxing exercises, freedom of expression, and making emotional connections to promote creative thinking.
The Innovation Management eCourse: Advancing the 21st Century Entrepreneurshi...Niki Lambropoulos PhD
The Innovation Management eCourse: Advancing the 21st Century Entrepreneurship Skills in Europe
Sophi Danis, Niki Lambropoulos, Intelligenesis, United Kingdom
EDEN Never waste a crisis Athens 28th of October 2011
Pedro Encarnação: Development of an Integrated Manipulation and Communication...Beitissie1
The document summarizes a lecture on the development of an integrated manipulation and communication assistive technology (IAMCAT) to support academic activities for children with disabilities. The IAMCAT allows children to control a Lego robot or virtual robot to manipulate educational objects and communicate about learning experiences. Nine children with disabilities used the IAMCAT in their regular classrooms for language, math, science, and social studies activities. Teachers perceived that the IAMCAT enabled participation, increased communication, and contributed to accessing new knowledge for the children.
The document discusses project-based learning (PBL), an approach where students work in teams to explore real-world problems. It provides an example where a high school team had to make a local bank more environmentally sustainable on a budget. The students used software like SketchUp and Skype, and consulted experts to complete their project. PBL helps students develop 21st century skills and allows technology to be integrated naturally to help meet project goals, rather than being the focus of the project.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
1) The project aims to research and develop practices around digital tools' role in children's development and learning. It involves researchers, educators, and daycare institutions.
2) The project will map existing digital strategies, observe current practices, and experimentally develop new practices in collaboration with children and educators. This includes labs on co-production, new forms of communication, and exploring the global world.
3) The goal is to move beyond top-down approaches and develop practices from an "eye level" perspective through collaborative exploration and gradually increasing child control over digital tools like iPads.
Interdisciplinary approach of learning sharing best practicesLivia Dobrescu
RASHMI KATHURIA PGT(Mathematics) KHMS, Ashok Vihar Delhi- 110052, ISA Coordinator, India
Interdisciplinary approach of learning Sharing best practices….
This document provides an overview of four approaches to engagement at the University of Michigan: the Michigan Internship Learning Environment (MILE), digital badges, electronic portfolios, and digital storytelling. MILE is an online platform that supports and enhances off-campus learning experiences. Digital badges recognize and validate learning opportunities outside the classroom. Electronic portfolios help students reflect on their engaged learning experiences and integrate them with their coursework. Digital storytelling combines digital media like images, video and audio to create narrative stories. The document discusses how each approach is used at U-M and provides resources for further exploration.
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.
The document discusses skills needed for the modern workforce and strategies for incorporating internet resources into the classroom. It advocates supplementing textbooks with tools that develop skills like collaboration, communication, critical thinking and problem solving. Specific strategies are proposed, like using online tools for writing assignments, projects and discussions to prepare students for careers that require adaptability, teamwork and managing information. The document argues that technology should be integrated pedagogically, not as a special task, to cultivate multiliteracies through activities involving instruction, practice and reflection.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
This document discusses simple screen casting tools that can be used to create educational tutorials. It provides examples of screen casting software like Camtasia Studio that allows users to record their screen and narration. The document outlines the process of conceptualizing, storyboarding, and distributing tutorials. It also discusses using screen casts to demonstrate tasks or activities to supplement textual instructions for students. Teachers can guide students in creating their own simple instructional screen casts to develop creativity skills like analysis, synthesis, and promotion.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
This document outlines an educational technology portfolio that includes profiles of two students, Remie Joy L. Alilano and Mariana A. Jaafar. It then provides definitions and explanations of key concepts in educational technology, including how technology can be used as both a "boom" and "bane." It discusses systematic approaches to teaching and the roles of technology in learning. The document also explains Edgar Dale's Cone of Experience and models of learning, such as meaningful learning. It reflects on how a course in Educational Technology 2 helped students learn to use technology effectively in their education and future teaching careers.
Reconsidering digital education through a theory of practice Cristina Costa
Through a Bourdieuian lens, the document discusses digital technologies in higher education. It summarizes key Bourdieu concepts like habitus, capital, and field as lenses to understand student experiences with digital learning. Specifically, it examines how habitus, represented through student dispositions, interacts with digital cultures and literacies within the field of higher education. The document advocates combining Bourdieu with other theories for a flexible research approach to challenge assumptions and understand student practices.
Public Lecture with Prof. Michael Apple at the University of Strathclyde. Jun...Cristina Costa
Professor Michael Apple will deliver a public lecture at the University of Strathclyde on June 16th titled "Are current educational reforms really democratic?". In the lecture, Professor Apple will discuss how educational reforms promoted as enhancing democracy in many nations have instead increased inequality and shifted understandings of democracy away from fully participatory forms. Registration for the lecture is required by June 3rd.
This document discusses the curriculum for excellence in Scotland which challenges educators to think differently about curriculum design. It emphasizes principles like challenge and enjoyment, personalization and choice, progression and depth, and relevance. Technologies can help provide a range of learning opportunities and environments to support interdisciplinary learning. The curriculum aims to develop successful learners, confident individuals, responsible citizens, and effective contributors through four key capacities. It focuses on learning and teaching, curriculum breadth and coherence, and using experiences and outcomes to place learning in practical contexts. Technologies can help provide evidence of learning, promote creative and critical thinking, and support discussion, validation, recognition, information creation, questioning, empowerment and collaboration. Educators must consider what they want learners to
This document discusses how digital technologies are changing practices in education and the literacies needed to engage in today's digital world. It explores different definitions of "digital literacies" and how technologies can support learning when integrated thoughtfully into curriculum design rather than driving the curriculum themselves. The role of the teacher is to create contexts for authentic, learner-centered learning through project-based and inquiry-based approaches that encourage collaboration and unlock learner potential.
Digital citizenship refers to how people engage and participate online through digital literacies and practices. Citizenship can be considered both a status and a practice, with rights and obligations. As people spend more time online, their digital footprint and participation in online communities may constitute a new form of citizenship identity and culture in the public sphere. However, questions remain around whether and how digital media can reinforce democratic values of openness, accessibility, inclusion, and participation.
This document discusses technology enhanced learning and how technology has transformed and continues to transform education practices and pedagogies over time. It provides a timeline of key technologies and developments in education from the 1980s to present day, including learning management systems, open educational resources, mobile devices, gaming technologies, social and participatory media, virtual worlds, and e-books. The document also discusses how technologies can reshape learners and other technologies, and debates whether technologies truly transform practices and pedagogies or are just tools. It highlights perspectives on hands-on, deep learning approaches versus surface learning.
This document discusses privacy and surveillance in the modern, networked society. It explores how the rise of technologies like CCTV, web tracking, biometrics, and vast data collection centers have changed concepts of privacy and enabled unprecedented government and corporate surveillance. However, surveillance can also serve purposes like crime prevention, and how it is interpreted depends on one's values and the goals of the technologies involved. Whether surveillance or privacy should take precedence is an ongoing debate in this new age of connection and information-sharing.
The document discusses the relationship between creative industries and social media. It defines creative industries as those based on individual creativity, skill, and talent that create wealth and jobs through intellectual property. Creative industries are usually small-to-medium enterprises that are heavily reliant on networks. The rise of social media and digital technologies has impacted creative industries by democratizing production, distribution, and access and enabling more interactive and personalized engagement. This represents a shift from the traditional top-down media model to a more participatory culture online.
The document discusses the concept of digital citizenship and its relationship to civic culture and democracy. It explores citizenship as both a status and practice, and how digital media may reinforce or challenge democratic values. Digital citizenship is defined as having nine main elements: digital access, communication, commerce, literacy, etiquette, rights and responsibilities, law, security, and health and well-being. The development of digital identities and participation in online communities could be seen as new forms of citizenship and civic engagement in the digital public sphere.
Self-efficacy refers to one's beliefs about their ability to complete tasks and achieve goals. It is central to Albert Bandura's social cognitive theory. Bandura's triadic reciprocal determinism model proposes that personal factors, environmental influences, and one's behavior continually interact and influence each other. There are four main sources that shape self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological states. Teachers can help develop students' self-efficacy by planning moderately challenging tasks, using peer models, teaching specific learning strategies, capitalizing on interests, encouraging effort, and giving focused feedback.
The document discusses various theories of learning, including behaviorism, cognitive constructivism, and social constructivism. Behaviorism views learning as the acquisition of behaviors through conditioning and reinforcement, while cognitive constructivism sees learning as an active process of constructing knowledge based on experiences. Social constructivism, influenced by Vygotsky, emphasizes that social and cultural contexts are essential for learning and cognitive development, and that learning occurs through social interactions. The zone of proximal development and communities of practice are also discussed as frameworks for understanding learning.
The document discusses digital literacies and defines them as a critical understanding and capability for living, learning, and working in the digital society. It presents different frameworks for digital literacies that include 5 key social practices - communicate, create, curate, culture, and being. These frameworks view digital literacies as more than just functional or technical skills and emphasize that they are social practices for participating in a digital culture.
Teaching and Learning with Social Media: The need for a new habitusCristina Costa
The document discusses the impact of social media and technology on teaching, learning, and literacy. It argues that technological environments actively reshape both people and technologies. While students may be proficient users of technology, there is little evidence they understand its deeper applications or can transfer skills across platforms. Developing digital literacy involves nurturing a "digital habitus" or set of values and practices for participating and acting with agency in a technology-centered world. This new digital habitus disrupts historical ways of thinking and doing things with technology.
Living, learning and working on the web: developing a new habitusCristina Costa
This document discusses the concept of a "digital habitus" and how new technologies are reshaping human behaviors and culture. It argues that as technologies become more embedded in everyday life, they influence the formation of new values, dispositions, and cultural capital or ways of engaging in the world. The document suggests educators need to understand students' digital habitus and how this interacts with institutional culture and structures to better support personalized and meaningful learning experiences.
Designing for learning ‘in the digital world'Cristina Costa
The document discusses principles for curriculum design in the digital world, including challenge and enjoyment, personalization and choice, progression and depth, and relevance, coherence and breadth. It emphasizes using a range of learning opportunities including interdisciplinary learning. The goals are to develop successful learners, confident individuals, responsible citizens, and effective contributors. It suggests technologies can provide opportunities for discussion, validation, recognition, citizenship, information, creation, questioning, empowerment and collaboration beyond just technology use. Examples are given of using tools like Twitter, Google Lit Trips, voicethread, and math maps in the classroom.
The document discusses digital literacies and how they are more than just technical skills, involving a critical understanding of digital technologies and their role in society. It explores different definitions of digital literacies and how they connect to curriculum goals of preparing students for an increasingly digital world. The document advocates designing learning around authentic assessments that allow students to demonstrate their learning through a variety of digital means, while noting technology should enhance learning design rather than drive it.
Digital literacies and learning design syllabus webCristina Costa
This document outlines the sessions of a module on Digital Literacies and Learning Design. The module introduces participants to concepts around digital literacies and learner-centered design. Sessions include discussions on topics like digital natives, creating learning contexts, challenges of embedding technology, and open educational resources. Participants complete tasks like setting up blogs and online profiles, reading articles, and commenting on posts. They also plan and work on a learning design project to apply the concepts. The final session involves reflecting on teachers' digital literacy needs and how to stay up-to-date with web developments.
This document describes a Postgraduate Certificate and Postgraduate Diploma in Lifelong Learning in the Digital Age offered by the University of Strathclyde. The program focuses on debates around lifelong learning and how it can help address economic, social, and environmental challenges. It also examines the role of new technologies in lifelong learning. The certificate can be completed in 2 years through part-time online or blended courses. The diploma requires additional courses. Courses cover topics like technology-enhanced learning, online communities, and designing curriculum with technology.
The Place of Technology in Primary CurriculumCristina Costa
The document discusses embedding technology into primary school curriculums. It outlines the main purposes of learning in the sciences and technologies, which include developing skills for life and work, scientific inquiry, and an understanding of technology's role in society. It also addresses what digital learning means for teaching, noting the need for teachers and students to develop digital literacies to engage fully in today's digital world. Barriers to digital learning like the digital divide are discussed, as well as the teacher's role in creating contexts for learning through collaboration, project-based approaches, and unlocking students' potential.
What is an RPA CoE? Session 1 – CoE VisionDianaGray10
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
Essentials of Automations: Exploring Attributes & Automation ParametersSafe Software
Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as “keys”). In fact, it’s unlikely you’ll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
You’ll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
"Choosing proper type of scaling", Olena SyrotaFwdays
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
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Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
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Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
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Cartoon Planet
1. CARTOON PLANET a case study on the use of social computing to motivate young people to reflect Cristina Costa & Helen Keegan ECE 2009, Salford, 15-16 September 2009
12. Thank you for listening! www.iconet-eu.net Cristina Costa [email_address] Helen Keegan [email_address]
Hinweis der Redaktion
The way young people today play, interact with others and take part in the surrounding world also represents the way they learn Whist young learners in the 21st century are seen as being increasingly independent, simultaneously group skills are more important than ever before. Flexibility and adaptability are key to lifelong learning in a networked society, as are personalised learning opportunities However, such approaches may be missing from formal education where the focus on standard content, in a drive to measure and assess learning, means that sometimes there is little scope for learners to participate in school life in an engaging and relevant way. This becomes even more challenging when working with ‘disadvantaged’ young people, who often lack the confidence as well as the opportunities to develop a stronger awareness of the self (i.e. of their personal skills and abilities) in a supporting environment. MODERN PEDAGOGY BASED ON SOCIAL PROCESSES - The idea of a modern pedagogy, based on social processes, is not new. The idea that learning develops through dialogue and active processes has been much discussed, although not always practiced. Education systems are still based on an industrial age with the purpose of delivering mass-education. The use of digital technologies is playing an important role in promoting change in education - The interactive web not only enables collective understanding; it can also facilitate personal development and reflection through social engagement. Innovative Learning Activities - Using the web to bridge learning (formal and informal) In the recent years there has been a growing acknowledgment of the importance of informal learning. Life experience is recognised as relevant to personal and professional development, with lifelong learning taking place in a variety of scenarios and settings. Competences and skills are developed through experience and social interactions although frequently are not formally accredited as they remain outside the formal curriculum. This can demoralize and alienate those who fail to achieve formal academic qualifications but still possess skills and competences achieved in other contexts. Most skills acquired and knowledge is developed through informal learning. How we capitalize on that acquired knowledge and recognize learners’ skills is something that needs to be addressed, as recent debates in this area suggest. Educational activities to encourage young learners to engage in a learning journey as well as self-reflection while mixing fun with pedagogy through web technologies can be a powerful recipe in the classroom. It not only increases the level of enthusiasm, it can also boost the pupil’s motivation and help create new ways of fostering learning and social engagement, and also new forms of teaching.
The ‘distractive’ side of the Web can hence be converted into a powerful learning and reflective tool. That is partly what the ICONET- Cartoon Planet project approach, described in this paper, tried to achieve. Though the development of a learning strategy 'camouflaged' by elements of ‘excitement’, ‘fun’ and ‘play’ with the use of interactive learning activities and digital cartoons for micro-reflection about personal skills and competences, we were able to engage learners in a way that activities with the same purpose, but with different strategies, might have not.
Cartoon planet was incorporated into both Year 8 and Year 10 of the Salford Young People's University (SYPU), a Summer School Programme for 11-16 year olds, providing a first-hand experience of life at the University with an opportunity to meet current students and lecturers. SYPU is a community outreach initiative aimed at young people who traditionally would not tend to go to University. The Year 8 SYPU Summer School is sponsored through a Government initiative to widen participation in higher education in England through activities that raise the aspirations of young people. The ICONET intervention was developed in conjunction with the SYPU. The curriculum criteria were based on three broad aspects of teaching and learning: an interactive approach; a focus on informal learning and skills; attractive, diverse strategies for class engagement. The approach focused on the use of interactive web and game-based reflection to involve learners from the Salford Young People's University with their own learning in a fun, meaningful and personalised way. The pupils taking part in this programme were between 11 and 16 years old. Classes were usually comprised of pupils from different backgrounds. However, most of them came from disadvantaged social environments and educational backgrounds, and were considered to be at risk of not pursing further education as it is not part of the culture of their families, thus making them unconsciously discard Further and Higher Education as a possibility to progress their formal education.
The University of Salford's ICONET approach was based on engaging the young learners from SYPU in interactive situations that would stimulate reflection about their own skills in a familiar environment, and thus help them realize their own potential. 2 hour face to face workshops - entitled ‘Cartoon Planet’ - aimed to promote the idea that learning can be exciting. The sessions were organized around activities that were supposed to be fun and stimulate active participation. The aim of the workshops was: To stimulate guided reflection about the learners’ strengths and skills through different peer and group activities. To utilise Information and Communication Technologies (ICT) to empower students to communicate their skills and competences in an interactive and personally meaningful way. Workshop split into 2 parts: set of activities which aimed at introducing them progressively to the topic under focus: the recognition of their skills and competences. Designed to prepare them for the second phase of the workshop - also to involve the learners in discussions and guided reflection around the areas ‘they were good at’. Role of the tutors - to mentor the learners in their discussions, help them understand and describe their skills in a more CV orientated language, and most importantly to facilitate reflection and self learning. 2) Second part required use of computers - took place in a computer laboratory - learners were asked to (re)create themselves online, as avatars (a digital representation of oneself), and describe their skills using voice and text. The avatars were later published and presented to the rest of the class at the end of the workshop.
The Cartoon Planet sessions took place in July 2008 as part of the SYPU 2008 programme. An average of 12 students, both male and female, took part in the daily sessions. The sessions started with a brief introduction about the aims of the workshop and were followed by an "Introduce Yourself" activity. Pupils were asked to share aspects of their experience that they were proud of and that they would like to share with their peers. This helped to create an environment of trust and provided pupils with the confidence to communicate with one another and also with the tutor in a friendly and reassuring environment. Afterwards, the facilitator of the session introduced the idea that people have skills and competences which might not solely relate to their formal school learning activity, but which are all the same relevant to be included in their CV as part of their skills and competences. This was explained in a language that was familiar to them (no educational jargon was used) and learners were prompted to reflect about "things" they were good at and proud of while using their own words. The facilitator explained this would help them later to ‘translate’ the knowledge of their skills into a more academic language, which they could include in their future résumé. The workshop activities proceeded with learners being asked to work in pairs and to take part in an interview role play – playing both the interviewer and interviewee - where they had a chance to ask and answer questions that would lead them to reflect about the topic they were exploring. This activity gave learners a sense of achievement and as the learners progressed in their activities, the tutors could notice the learners’ own excitement and interest in exploring their own skills and sharing their abilities with their peers. A mix of amazement and enthusiasm is probably what best describes the ICONET – Cartoon Planet workshop. As noted down in the researcher’s field notes, ‘the learners were delighted to find about themselves through themselves, and also through the eyes of their classmates’. For example, one of the pupils approached the tutor to ask question about one of her peer’s skills. She asked if ‘being good at doing people’s makeup’ was a skill. Her classmate had reported about such activity and she thought it could be added to that pupil’s skill list. The tutor prompted both pupils to think about what it meant ‘to be good at doing people’s makeup’ and how that could be articulated with one’s competences. Together they concluded that those were relevant artistic and social skills. As the researcher wrote down in her notes, a sense of realisation of that pupil’s potential had been understood by the pupil herself and that shone through the light of achievement in her eyes. Such small anecdotes as this may seem irrelevant, yet are important in developing confidence and recognition about skills and competences developed outside the traditional school curriculum. This was followed by a group activity. The entire class was asked to form a round table. The facilitator introduced learners to the formal skills concept, explaining what was meant by the terminology used in the EUROPASS CV regarding skills and competences. Afterwards, the interviewers were asked to present the findings of their interviews. At this stage all students were prompted to help their colleagues verbalise their skills. The entire class participated in this joint reflection, contributing to the collective knowledge of the class. To introduce the second part of the workshop students were given a card where they were asked to write down a sentence which would summarize their skills including interests, hobbies, sports, and social activities. This would be their “passport” to the next phase of the workshop which was the key to the “Cartoon Planet'. The game component added some vibrancy to the activity. Learners were still enthusiastic about being in class. Once the cards were completed they were granted access to the Computer Lab and asked to explore the use of cartoons to express what they had learnt about themselves. They were asked to create an Avatar (an interactive, digital cartoon) to symbolize their 'selves' and their learning too. The creation of the speaking cartoons aimed at introducing a fun element to the session. It also aimed at analyzing how these tools can motivate learning and learners' engagement.
The learners were focused and engaged and did not attempt to browse other sites [this had been one of the main concerns of the SYPU tutors, moderators and coordinator, when considering the Internet as a learning tool]. The understanding of the use of online learning tools appeared quite straightforward The participants were enthusiastic and most were proficient in working with computers. Even those with less experience were fast at mastering it. However there were no assumptions about learners’ digital proficiency and support was provided through brief demonstration of the use of the tool. Nevertheless, participants were quick to understand the concept, although it was the first time they had used that specific application. Although students were quite fast in reflecting about their strengths, they required help in expressing their competences in the formal or academic language of a CV. They also required support and personal guidance to focus on the tasks and reflected their own skills and abilities. Reflection was an exercise they didn’t seem to be used to. CONCLUSIONS AND RECOMMENDATIONS From the verbal feedback we received from the learners themselves, and the mentors and coordinators who spent more time with the learners, the Cartoon Planet sessions seemed to have been popular. The young participants’ informal feedback indicates this was a successful approach in terms of applying the ICONET methodology. Feedback included “this is fun” and “now I can use these skills in my CV”. Learners were reported to have enjoyed the way the topic was presented to them and the way they were asked to explore their skills. The micro activities helped motivate the learners’ involvement in the workshop. It also allowed learners to learn more about themselves while they engaged in this micro-reflection exercises.
In summary, the ICONET – Cartoon Planet approach supports learners in recognising their own skills and competences and thus realizing their potential outside the formal school setting. By providing tools to support reflection about their own learning, the ICONET approach encourages young learners to tell their own stories in a more confident and exciting way. Furthermore, the reflective component, which can be problematic in a school setting (Reference), seemed to work well. This is probably due to the fact that the concept of ‘reflection’ was not evoked throughout the workshop. The tutors rather embedded the reflective component in the activities is a way that they were ‘disguised’ by the environment and the different tasks. It is almost a case that learners were learning without thinking they were doing so. In day to day life learning happens naturally and reflection is integral to that process. It is only when we try to ‘make’ people learn that it often goes wrong. Nevertheless, the workshop was offered only once and the regulations of the SYPU did not permit follow up further contact. Hence it is not possible to identity the longer term effect of the ICONET – Cartoon Planet approach. A longitudinal study would be needed to fully analyse the impact of the ICONET tool in recognising informal learning. However, we believe that this approach can help foster deeper and ongoing reflection about informal skills in an appealing way got learners. It is our impression that the two different sections of the workshop played a vital role in the success of the session. The personalised mentoring and constant support provided by the tutor to the small group of young people, as well as the freedom they were granted to collaborate with each other while exploring their skills seem to have enhanced motivation and active involvement in the workshop. The fact that learners were allowed to use computers to create their own avatars appealed to their creativity and reinforced learning from the first part of the session. In short, we would like to argue that there are a number of key elements that can enable the engagement of young people in this area: Face to face contact – as a strong (initial) component of the learner activity (young people need personalised guidance); The creation of a friendly, flexible and interactive learning atmosphere by the tutor; Tutor’s constant and personalised support to facilitate learners’ engagement with the activities (small groups of students are advisable); The use of ICT to help keep the learners’ interest and motivation; The development of activities based on social learning approaches; The inclusion of a fun component as an integral part of the learning activity. The approach also raise issues around internet safety. The aim of the workshop was not to focus on digital literacy, but rather to use an interactive web application to enable self and group reflection about informal skills. Hence, net safety was not a focus for the workshop. The workshop provided only restricted access to the internet in line with concerns expressed by the organisers of SYPU. However, if this workshop was to be developed as part of a longitudinal study, with more sessions behind offered over a longer period of time, it would be interesting to develop a parallel strategy on e-safety and digital literacy to build on learners’ computing skills and thus empower them deeper understanding and know-how about both the benefits and pitfalls of social computing.