New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
This is a fundamental and rigorous psychological Analysis of Christian Religion (not of God). If you are easily hurt in your religious feelings, it means: You simply feel ashamed, embarrassed, and guilty about how deep you have fallen into the archaic religious trap!
Western and eastern perspective of positive psychologyJosline Dsilva
The document discusses differences between Western and Eastern perspectives on concepts like the "good life" and happiness. Western views tend to emphasize individualism, autonomy, achievement, and future-oriented thinking, while Eastern views focus more on collectivism, cooperation, balance, harmony with nature, and respect for tradition and elders. The good life from a Western lens involves success, wealth and pursuing goals, whereas Eastern philosophies see an optimal life as a spiritual journey of transcendence involving compassion for others.
This document summarizes Gordon Allport's trait theory of personality. Allport was the first psychologist to thoroughly study traits and personality. He developed his own trait theory which viewed traits as stable characteristics that influence behavior. Allport believed that individuals have unique personalities made up of different combinations of traits. He used both idiographic and nomothetic approaches to understand individuals and groups. Allport's trait theory emphasized the individual nature and evolution of personality traits over time.
Immersive learning environments (ILEs) use techniques like game-based learning, simulation, and virtual worlds to construct realistic learning situations. ILEs distinguish themselves by simulating realistic scenarios and environments that allow learners to practice skills and interact with others. The document then provides examples of ILEs available at a primary school, including exploring space, nature, and European culture through virtual field trips. It also describes an innovation space at a college preparatory academy that allows students to engage with mentors and explore technology like virtual reality and 3D printing.
Robert Kegan's constructive-developmental theory proposes that people have orders of consciousness that influence how they make meaning of their experiences. The theory outlines 4 orders - from second order where one's perspective defines them, to third order where relationships are defining, to fourth order where one can analyze systems and reflect on their actions. Understanding a person's order can help explain their behaviors and decisions, and provide support in a non-judgmental way that challenges and encourages growth to more complex orders of meaning making.
Virtual classrooms simulate live classrooms online for synchronous learning. Lessons allow real-time interaction between educators and learners who may be in different locations. Virtual classrooms provide flexibility and accessibility through technologies like videoconferencing, digital whiteboards, and instant messaging. They offer educational continuity when physical classrooms are not possible.
Virtual universities provide higher education entirely or partially online to increase access for students who cannot attend campus due to distance or scheduling. They connect learners and instructors through computer networks and eliminate geographical boundaries. Early examples include the Open University of the UK and experiments in the 1980s-90s to conduct international online classes, developing the concept of a global virtual university.
This document discusses the psychological understanding and definitions of religion. It begins by explaining that psychology aims to understand religious experiences and behaviors. It then examines various psychologists' definitions of religion, focusing on those that see it as relating to mystery, dependence on God, or propitiation of powers. The document explores how definitions have varied and examines some in depth, including those viewing religion as an attitude involving beliefs, feelings and behaviors. It discusses how psychological study reveals relationships between religious beliefs, rituals, and taboos. The document concludes that psychology reveals humanity's innate religious nature and responses to the supernatural.
History of biopsychology/Physiological PsychologyShailesh Jaiswal
The history of biological psychology began with Avicenna in the 11th century, who recognized connections between physiology and psychology. In the 18th and 19th centuries, biological psychology emerged from philosophical traditions exploring the relationship between the mind and body. William James' 1890 textbook argued that psychology should be grounded in an understanding of biology, helping to establish biological psychology as a legitimate science. Contemporary biological psychology links psychology and biology through comparing behaviors across species and relating biological and psychological variables.
This is a fundamental and rigorous psychological Analysis of Christian Religion (not of God). If you are easily hurt in your religious feelings, it means: You simply feel ashamed, embarrassed, and guilty about how deep you have fallen into the archaic religious trap!
Western and eastern perspective of positive psychologyJosline Dsilva
The document discusses differences between Western and Eastern perspectives on concepts like the "good life" and happiness. Western views tend to emphasize individualism, autonomy, achievement, and future-oriented thinking, while Eastern views focus more on collectivism, cooperation, balance, harmony with nature, and respect for tradition and elders. The good life from a Western lens involves success, wealth and pursuing goals, whereas Eastern philosophies see an optimal life as a spiritual journey of transcendence involving compassion for others.
This document summarizes Gordon Allport's trait theory of personality. Allport was the first psychologist to thoroughly study traits and personality. He developed his own trait theory which viewed traits as stable characteristics that influence behavior. Allport believed that individuals have unique personalities made up of different combinations of traits. He used both idiographic and nomothetic approaches to understand individuals and groups. Allport's trait theory emphasized the individual nature and evolution of personality traits over time.
Immersive learning environments (ILEs) use techniques like game-based learning, simulation, and virtual worlds to construct realistic learning situations. ILEs distinguish themselves by simulating realistic scenarios and environments that allow learners to practice skills and interact with others. The document then provides examples of ILEs available at a primary school, including exploring space, nature, and European culture through virtual field trips. It also describes an innovation space at a college preparatory academy that allows students to engage with mentors and explore technology like virtual reality and 3D printing.
Robert Kegan's constructive-developmental theory proposes that people have orders of consciousness that influence how they make meaning of their experiences. The theory outlines 4 orders - from second order where one's perspective defines them, to third order where relationships are defining, to fourth order where one can analyze systems and reflect on their actions. Understanding a person's order can help explain their behaviors and decisions, and provide support in a non-judgmental way that challenges and encourages growth to more complex orders of meaning making.
Virtual classrooms simulate live classrooms online for synchronous learning. Lessons allow real-time interaction between educators and learners who may be in different locations. Virtual classrooms provide flexibility and accessibility through technologies like videoconferencing, digital whiteboards, and instant messaging. They offer educational continuity when physical classrooms are not possible.
Virtual universities provide higher education entirely or partially online to increase access for students who cannot attend campus due to distance or scheduling. They connect learners and instructors through computer networks and eliminate geographical boundaries. Early examples include the Open University of the UK and experiments in the 1980s-90s to conduct international online classes, developing the concept of a global virtual university.
This document discusses the psychological understanding and definitions of religion. It begins by explaining that psychology aims to understand religious experiences and behaviors. It then examines various psychologists' definitions of religion, focusing on those that see it as relating to mystery, dependence on God, or propitiation of powers. The document explores how definitions have varied and examines some in depth, including those viewing religion as an attitude involving beliefs, feelings and behaviors. It discusses how psychological study reveals relationships between religious beliefs, rituals, and taboos. The document concludes that psychology reveals humanity's innate religious nature and responses to the supernatural.
History of biopsychology/Physiological PsychologyShailesh Jaiswal
The history of biological psychology began with Avicenna in the 11th century, who recognized connections between physiology and psychology. In the 18th and 19th centuries, biological psychology emerged from philosophical traditions exploring the relationship between the mind and body. William James' 1890 textbook argued that psychology should be grounded in an understanding of biology, helping to establish biological psychology as a legitimate science. Contemporary biological psychology links psychology and biology through comparing behaviors across species and relating biological and psychological variables.
This presentation looks at the changing ways in which young people are using technology for playing, for communication and for learning.
It suggests that the education systems are failing to respond to new ways of learning.
The presentation goes on to propose the development of Personal Learning Environments, based largely on social software especially as a way of reflecting on informal learning.
Personal Learning Environments (PLEs) are a new approach to learning based on Web 2.0 and social software. PLEs recognize that learning takes place across different contexts throughout one's life and aims to provide tools to support lifelong learning. PLEs allow learners to organize their own learning using whatever tools and devices they choose. They also recognize the role of informal learning and have the potential to extend access to educational technology to anyone who wishes to organize their own learning. PLEs present a challenge to traditional education systems by supporting learner-driven and interest-based learning across distributed environments.
Personal Learning Environments (PLEs) are a new approach to learning that recognizes learning is lifelong, informal, and learner-driven. PLEs allow learners to organize their own learning across different tools, contexts, and communities using whatever technologies they choose. PLEs challenge traditional education systems by supporting competence development through communities of practice, informal learning, and giving learners control over their learning environment rather than a single institution. The promise of PLEs is to extend access to educational technology to anyone who wants to organize their own lifelong learning through a portal to connect to resources, people, and services on the web.
Personal Learning Environments (PLEs) are a new approach to learning that recognizes learning as a lifelong process that takes place in different contexts. PLEs allow learners to organize their own learning using whatever tools and devices they choose, including social software like blogs, wikis, and social networks. PLEs have the potential to support lifelong competence development and recognize informal learning. They are learner-driven and based on the idea that learning is not provided by a single institution. PLEs may challenge traditional education systems by distributing learning across networks and giving more control to learners.
Presentation on Lifelong Competence Development and Personal Learning Environments. The audio for the presentation can be found on the Bazaar project web site - www.bazaar.org - on the blog page.
The document discusses how technological changes, especially the rise of social networking and Web 2.0, pose challenges to traditional education systems and institutions. While technology has advanced rapidly, social systems and institutions have been slower to change. This has led schools to become increasingly irrelevant to how young people communicate and share knowledge today. Personal learning environments have the potential to support lifelong learning in a way that is more flexible than traditional school models and helps facilitate learning across different contexts using various tools. However, PLEs will also challenge existing education systems and institutions.
Presentation at the ICT Call 3 Information Day
Intelligent Content and Semantics, Digital Libraries and Technology-enhanced Learning meeting in London in January 2008.
The presentation starts out by looking at the profound effect of the present industrial revolution on all aspects of society including how we live, how we produce things, how we learning and how we develop and share knowledge. It goes on to examine how learning and knowledge development takes place in Small and Medium Enterprises through processes of social networking and in communities of practice.
The following section looks at different forms of learning and the move from knowledge transmission models to models of networked learning based on connectivism.
The final section of the presentation considers the implications for education and training systems and providers. It proposes a move towards personal learning environments (PLEs).
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
The document discusses virtual schooling for K-12 education. It notes that blended learning, which combines face-to-face and online learning, is becoming more common in virtual schools. XYZ school district in Maryland has seen declining dropout rates after implementing a virtual school program developed by an education consultant. The consultant explored policies, structure, funding, course development and potential barriers for the new virtual school program.
Minds on fire open education, tail, and learning 2guevarra_2000
This document discusses how social learning and open education resources enabled by the Internet can help address the growing global demand for higher education. It notes that traditional universities will not be able to meet this demand alone. The growth of the Internet has allowed for new models of open and social learning through open courseware, online communities, and peer-to-peer learning. Social learning focuses on interactions around content rather than just content transmission, and involves learning practices of a field through participation. Examples like open source software development show how people can learn through social participation at the periphery of expert communities.
A personal learning environment (PLE) is a new approach to learning that recognizes learning occurs across different contexts and situations, not just through a single provider. A PLE provides tools for continuous self-directed learning through whichever resources learners choose and supports informal learning. It challenges traditional education systems by allowing learners to explore their own interests and interact with communities.
The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.
Design of Personal Learning Environment Framework for Learner AutonomyJennifer Lim
This document discusses personal learning environments (PLE) as a complement to learning management systems (LMS) that aim to promote learner autonomy and lifelong learning. It proposes a framework for PLE that encourages learner autonomy by allowing learners to control their own learning goals, activities, and experiences using Web 2.0 technologies. The framework is applied to "Studious Network", a PLE platform that allows learners to explore Web 2.0 apps and exercise autonomy in an informal learning setting. An evaluation of Studious Network found that users generally had a positive experience in using the system to support their autonomous learning.
The document discusses key skills and competencies needed for the 21st century such as critical thinking, collaboration, adaptability, communication skills, and accessing and analyzing information. It mentions Tony Wagner's "Seven Survival Skills" and discusses the need for systemic changes in schools and classrooms to help students develop these skills. It also discusses concepts like personal learning networks, rethinking pedagogy, strength-based learning, passion-based learning, educational technology integration models, and developing communities of practice.
This document discusses various modes of alternative education, including distance education, e-learning, synchronous and asynchronous learning, open learning, and home study. It provides definitions and examples of each type as well as the technologies used to enable different modes. Distance education focuses on delivering education to off-site students, while e-learning utilizes electronic technologies and aims to improve access and performance. Synchronous learning occurs when students learn at the same time in the same or different places, and asynchronous learning is self-paced and allows students to access materials on their own schedule. Open learning is a flexible approach designed to make education more accessible, and relies on course materials to drive the learning process.
The document discusses educational technology and its role in education. It defines educational technology as the effective use of technological tools in learning, including media, machines, and networking hardware. The document also discusses how information technology allows for access to learning resources anytime and anywhere, collaborative learning, and teaching subjects in interesting multimedia ways. Finally, the document discusses how the student learned that educational technology helps students understand and absorb lessons, and how as a future teacher, they can use technology as an effective teaching tool.
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
Presentación que utilizó Graham Attell, Researcher working for Pontydysgu in Pontypridd , para impartir su videoconferencia del 30 de junio en el Congreso E-DUCA 2011: PLE, celebrado en el CITA del 30 de junio al 2 de julio.
The document discusses how e-learning and information communication technology (ICT) can be used to support effective pedagogy and develop key competencies in students. It argues that schools should explore how ICT can not only supplement traditional teaching methods but also enable new ways of learning. Specifically, the document suggests that e-learning tools like Moodle and Google Apps can be purposefully harnessed by teachers to create supportive learning environments, facilitate shared and reflective learning, and make connections between new and prior knowledge.
This document discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0. Web 1.0 focused on linking information, Web 2.0 focused on linking people and user participation through tools like social media. Web 3.0 is proposed to link knowledge by connecting existing data in new ways. The document also discusses how these changes impact evaluation practices, requiring evaluators to engage with online communities using new online tools and approaches like crowdsourcing.
This short presentation from Jenny Hughes looks at teaching coding in school. It ends by producing guidelines for teachers new to technology in the classroom.a
This presentation looks at the changing ways in which young people are using technology for playing, for communication and for learning.
It suggests that the education systems are failing to respond to new ways of learning.
The presentation goes on to propose the development of Personal Learning Environments, based largely on social software especially as a way of reflecting on informal learning.
Personal Learning Environments (PLEs) are a new approach to learning based on Web 2.0 and social software. PLEs recognize that learning takes place across different contexts throughout one's life and aims to provide tools to support lifelong learning. PLEs allow learners to organize their own learning using whatever tools and devices they choose. They also recognize the role of informal learning and have the potential to extend access to educational technology to anyone who wishes to organize their own learning. PLEs present a challenge to traditional education systems by supporting learner-driven and interest-based learning across distributed environments.
Personal Learning Environments (PLEs) are a new approach to learning that recognizes learning is lifelong, informal, and learner-driven. PLEs allow learners to organize their own learning across different tools, contexts, and communities using whatever technologies they choose. PLEs challenge traditional education systems by supporting competence development through communities of practice, informal learning, and giving learners control over their learning environment rather than a single institution. The promise of PLEs is to extend access to educational technology to anyone who wants to organize their own lifelong learning through a portal to connect to resources, people, and services on the web.
Personal Learning Environments (PLEs) are a new approach to learning that recognizes learning as a lifelong process that takes place in different contexts. PLEs allow learners to organize their own learning using whatever tools and devices they choose, including social software like blogs, wikis, and social networks. PLEs have the potential to support lifelong competence development and recognize informal learning. They are learner-driven and based on the idea that learning is not provided by a single institution. PLEs may challenge traditional education systems by distributing learning across networks and giving more control to learners.
Presentation on Lifelong Competence Development and Personal Learning Environments. The audio for the presentation can be found on the Bazaar project web site - www.bazaar.org - on the blog page.
The document discusses how technological changes, especially the rise of social networking and Web 2.0, pose challenges to traditional education systems and institutions. While technology has advanced rapidly, social systems and institutions have been slower to change. This has led schools to become increasingly irrelevant to how young people communicate and share knowledge today. Personal learning environments have the potential to support lifelong learning in a way that is more flexible than traditional school models and helps facilitate learning across different contexts using various tools. However, PLEs will also challenge existing education systems and institutions.
Presentation at the ICT Call 3 Information Day
Intelligent Content and Semantics, Digital Libraries and Technology-enhanced Learning meeting in London in January 2008.
The presentation starts out by looking at the profound effect of the present industrial revolution on all aspects of society including how we live, how we produce things, how we learning and how we develop and share knowledge. It goes on to examine how learning and knowledge development takes place in Small and Medium Enterprises through processes of social networking and in communities of practice.
The following section looks at different forms of learning and the move from knowledge transmission models to models of networked learning based on connectivism.
The final section of the presentation considers the implications for education and training systems and providers. It proposes a move towards personal learning environments (PLEs).
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
The document discusses virtual schooling for K-12 education. It notes that blended learning, which combines face-to-face and online learning, is becoming more common in virtual schools. XYZ school district in Maryland has seen declining dropout rates after implementing a virtual school program developed by an education consultant. The consultant explored policies, structure, funding, course development and potential barriers for the new virtual school program.
Minds on fire open education, tail, and learning 2guevarra_2000
This document discusses how social learning and open education resources enabled by the Internet can help address the growing global demand for higher education. It notes that traditional universities will not be able to meet this demand alone. The growth of the Internet has allowed for new models of open and social learning through open courseware, online communities, and peer-to-peer learning. Social learning focuses on interactions around content rather than just content transmission, and involves learning practices of a field through participation. Examples like open source software development show how people can learn through social participation at the periphery of expert communities.
A personal learning environment (PLE) is a new approach to learning that recognizes learning occurs across different contexts and situations, not just through a single provider. A PLE provides tools for continuous self-directed learning through whichever resources learners choose and supports informal learning. It challenges traditional education systems by allowing learners to explore their own interests and interact with communities.
The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.
Design of Personal Learning Environment Framework for Learner AutonomyJennifer Lim
This document discusses personal learning environments (PLE) as a complement to learning management systems (LMS) that aim to promote learner autonomy and lifelong learning. It proposes a framework for PLE that encourages learner autonomy by allowing learners to control their own learning goals, activities, and experiences using Web 2.0 technologies. The framework is applied to "Studious Network", a PLE platform that allows learners to explore Web 2.0 apps and exercise autonomy in an informal learning setting. An evaluation of Studious Network found that users generally had a positive experience in using the system to support their autonomous learning.
The document discusses key skills and competencies needed for the 21st century such as critical thinking, collaboration, adaptability, communication skills, and accessing and analyzing information. It mentions Tony Wagner's "Seven Survival Skills" and discusses the need for systemic changes in schools and classrooms to help students develop these skills. It also discusses concepts like personal learning networks, rethinking pedagogy, strength-based learning, passion-based learning, educational technology integration models, and developing communities of practice.
This document discusses various modes of alternative education, including distance education, e-learning, synchronous and asynchronous learning, open learning, and home study. It provides definitions and examples of each type as well as the technologies used to enable different modes. Distance education focuses on delivering education to off-site students, while e-learning utilizes electronic technologies and aims to improve access and performance. Synchronous learning occurs when students learn at the same time in the same or different places, and asynchronous learning is self-paced and allows students to access materials on their own schedule. Open learning is a flexible approach designed to make education more accessible, and relies on course materials to drive the learning process.
The document discusses educational technology and its role in education. It defines educational technology as the effective use of technological tools in learning, including media, machines, and networking hardware. The document also discusses how information technology allows for access to learning resources anytime and anywhere, collaborative learning, and teaching subjects in interesting multimedia ways. Finally, the document discusses how the student learned that educational technology helps students understand and absorb lessons, and how as a future teacher, they can use technology as an effective teaching tool.
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
Presentación que utilizó Graham Attell, Researcher working for Pontydysgu in Pontypridd , para impartir su videoconferencia del 30 de junio en el Congreso E-DUCA 2011: PLE, celebrado en el CITA del 30 de junio al 2 de julio.
The document discusses how e-learning and information communication technology (ICT) can be used to support effective pedagogy and develop key competencies in students. It argues that schools should explore how ICT can not only supplement traditional teaching methods but also enable new ways of learning. Specifically, the document suggests that e-learning tools like Moodle and Google Apps can be purposefully harnessed by teachers to create supportive learning environments, facilitate shared and reflective learning, and make connections between new and prior knowledge.
This document discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0. Web 1.0 focused on linking information, Web 2.0 focused on linking people and user participation through tools like social media. Web 3.0 is proposed to link knowledge by connecting existing data in new ways. The document also discusses how these changes impact evaluation practices, requiring evaluators to engage with online communities using new online tools and approaches like crowdsourcing.
This short presentation from Jenny Hughes looks at teaching coding in school. It ends by producing guidelines for teachers new to technology in the classroom.a
The document discusses emerging technologies and their impact on education and learning. It notes that new technologies are creating an uncertain future that educators are preparing students for. Some key ideas discussed include mobile learning, augmented and virtual reality, wearable technologies, games and gamification, learning analytics, digital literacy skills, and personal learning environments brought by bring-your-own devices. The document also examines challenges like managing online identity and reputation, and the need for new types of support to help learners navigate emerging technologies.
What will education and teaching look like in the future. Emerging technologies, changing pedagogies, new literacies and digital learners. This presentation is produced for teachers and trainers.
Getting started with teaching programming in schoolGrahamAttwell
This document discusses overcoming fears of using technology in education. It notes that teachers and students often worry about not knowing enough about technology or looking foolish when using it. However, the document encourages that a lot of useful work can be done without any technology knowledge, and there is no single right way to incorporate it. Various low-tech and hands-on approaches are suggested that allow learning through doing and making, such as tangible user interfaces, text-based programming, robots, and maker spaces.
This document discusses evaluating e-learning programs. It defines evaluation as a joint learning process that generates useful knowledge by systematically assessing the relevance, efficiency, and effectiveness of policies, projects, and programs. Evaluation involves defining why it's being done and can take different theoretical perspectives like rationalist-positivist or constructivist. Key dimensions of evaluation include indicators, data collection tools, performance criteria, standards, and products. Evaluating e-learning may differ in aspects like reflexivity, authenticity, tools used, stakeholders involved, and range of data and products. Evaluation outputs can be localized and content repurposed in digital form.
Kevin can help you reflect on ongoing learning, report on meetings and training events, and provide access to answers on your tablet or phone. He is an AI assistant that can summarize information and generate reports from meetings and events to help track your ongoing learning and access answers remotely.
Kevin can help you reflect on ongoing learning, report on meetings and training events, and provide access to answers on your tablet or phone. He is an AI assistant that can summarize information and generate reports from meetings and events to help track your ongoing learning and access answers remotely.
Developing Work based Personal Learning Environments in Small and Medium Ente...GrahamAttwell
The document discusses developing work-based personal learning environments (PLEs) in small and medium enterprises in the building and construction industries. It notes that these industries are undergoing rapid changes requiring new skills from workers like communication, numeracy, problem solving and teamwork. PLEs can support informal, just-in-time, problem-based learning that takes place through work processes and is integrated with work practices. Technology-enhanced learning can help systematize and scale up this informal learning within organizations and their regional clusters. PLEs provide a flexible process to scaffold individual and community learning.
Students can use Google Forms to collaboratively build a timeline of historical events. Each student submits an event through the form, which gets added to a shared timeline spreadsheet. This allows all students to contribute to building a custom, interactive timeline together from different locations. An example of this approach was used in one professor's class, and tutorials are available to show how to set it up.
This document lists 21 ways to use Google search in the classroom, including the Google Wonder Wheel, Timelines, Calculator, Alerts, Custom Search, Scholar, Fast Flip, and using searches to research weather, conduct independent MFL research, define words, and more. It encourages sharing tips by email or Twitter to expand the list of useful search techniques for educators.
This document lists 12 ways to use a Nintendo Wii in the classroom and provides tips for each idea. Some examples include using Wii sports games like bowling and golf for math lessons on subtraction, fractions, and data collection; using Mii characters for language lessons on descriptions and vocabulary; and using the Wii remote as an interactive whiteboard. The document encourages sharing more teaching ideas and tips for using the Wii as an educational resource.
This document provides 18 tips for using a wiki in the classroom, summarized in 3 sentences or less:
The tips include using a wiki to create a subject repository for student writing, asking for student responses to books and classwork, showing off student work to demonstrate understanding, and allowing students to create personal wiki pages for fun, communication, or organizing presentations. Additional tips include publishing training videos, posting podcasts, sharing teaching techniques among staff, using a wiki as a forum for student issues, finding free wiki platforms for classrooms, and creating interactive substitute lesson plans or a digital class book on a wiki.
The document encourages sharing additional ideas and contributing to the discussion via email or Twitter to expand the uses of wikis
This document provides 15 tips for using web conferencing in the classroom. The tips include connecting students to educational broadcasts, having experts like authors or musicians visit via video chat, facilitating student interactions with other schools to share book choices or complete collaborative projects, and hosting virtual field trips to museums or having historical figures answer student questions. Conducting role play activities or assemblies that incorporate video conferencing is also suggested. The tips aim to enhance learning and help bring the outside world into the classroom.
This document provides 15 tips for using Google Maps in the classroom. Some of the tips include using place pages to provide summaries of locations, adding to a map of outdoor learning opportunities, using distance measurement tools, creating story maps with locations as inspiration, and using maps for research projects by adding placemarks with images and information. The tips showcase many creative ways Google Maps can enhance learning across subjects.
This document lists 18 ways to use a visualizer in the classroom and provides tips for each idea. Some of the suggested uses include using the visualizer to peer review student work, model shapes and skills, view changes over time in plants or other objects, teach calculator functions, and share apps using an iPad. Contributors are invited to add their own tips and ways they have used visualizers in the classroom.
Students can use Voicethread in many creative ways in the classroom, as outlined in 26 tips. Some examples include: having students analyze images and add voice comments to discuss what is happening or what characters may be thinking; using images to have students collaboratively write stories or scripts; and allowing students to review each other's work, such as artwork, poems, or experiments, by adding voice or text comments. Voicethread allows for interactive discussion and feedback in an engaging multimedia format.
This document provides 23 tips for using Google Docs in the classroom, including using spreadsheets for initial collaboration, sharing pulse rate data collected by the class, knowing the limits on simultaneous editors, adding structure like tables for collaboration, collecting "I am unique" statements from students, using word count and readability stats, adding footnotes, facilitating collaborative homework, publishing presentations for protected sharing, using the chat backchannel during presentations, including videos and images in the chat, using templates, collaborating on field trips, getting organized with folders and search, sharing revision lists, buddy editing assignments, facilitating reading responses, using forms for assessment and feedback, providing targeted feedback to students in spreadsheets, creating dynamic data visualizations, collecting website evaluations
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
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5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
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What to expect
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25. Knowing is .... located in relations among practitioners, their practice, the artefacts of that practice, and the social organization…of communities of practice Lave and Wenger, 1991
26. Lurking is a means of becoming integrated in distributed communities of practice
28. We have ignored the vast potential of freely available ‘objects’ of all kinds for learning purposes .
29. changes in the way in which we learn and develop new competences is a challenge to our traditional subject organisation
30. And although most countries have adopted a rhetoric of lifelong learning, there is little sign that education systems have sufficiently changed to facilitate such a movement.
34. PLEs are not another substantiation of educational technology but a new approach to learning
35. A response to pedagogic approaches which require that learner’s e-learning systems need to be under the control of the learners themselves.
36. and recognise the needs of life-long learners for a system that provides a standard interface to different institutions’ e-learning systems, and that allows portfolio information to be maintained across institutions.
37. Learning is now seen as multi episodic, with individuals spending occasional periods of formal education and training throughout their working life.
38. PLE are based on the idea that learning will take place in different contexts and situations and will not be provided by a single learning provider
39. the idea of a Personal Learning Environment recognises that learning is continuing and seeks to provide tools to support that learning
41. It also recognises the role of the individual in organising their own learning
42. PLEs can help in the recognition of informal learning
43. PLEs can develop on the potential of services oriented architectures for dispersed and networked forms of learning and knowledge development.
44. “ the heart of the concept of the PLE is that it is a tool that allows a learner (or anyone) to engage in a distributed environment consisting of a network of people, services and resources. It is not just Web 2.0, but it is certainly Web 2.0 in the sense that it is (in the broadest sense possible) a read-write application.” Stephen Downes, 2006
45. The promise of Personal Learning Environments could be to extend access to educational technology to everyone who wishes to organise their own learning.
46. The ‘pedagogy’ behind the PLE – if it could be still called that – is that it offers a portal to the world, through which learners can explore and create, according to their own interests and directions, interacting at all times with their friends and community
47. the PLE will challenge the existing education systems and institution
48. New forms of learning are based on trying things and action, rather than on more abstract knowledge.