SMART: Staff are Mobile And Ready to Teach
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Led by Anne Nortcliffe (ACES) and Andrew Middleton (IPD) this workshop reflected on findings from a recent survey of academic staff (n.242 responses from 1410) and ACES students (n.174 responses from ~5000) who have registered their smart phones and tablets for use on campus. In both cases respondents reported moderate to high confidence in using their devices. Both reported using the personal technologies for organising themselves, communicating using a range of media, using and creating content independently and collaboratively, storing and sharing content. The workshop considered a range of 'Apps for Learning' and how they can enhance and transform teaching and learning.
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The document discusses the role of technology in education and how it relates to administrators, teachers, students, and libraries. It argues that technology is a key factor in college and career readiness and that libraries need to adopt Web 2.0 technologies to remain dynamic and relevant. Teachers want help using technology for collaboration and professional development. Students need technology to prepare them for the skills employers require, like creativity, collaboration, and problem solving. Libraries can use blogs, podcasts, and social networks to engage administrators, teachers, students, and the community.
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Technology use in schools has several positive impacts:
1) It improves student achievement as evidenced by gains on standardized tests and national tests from the use of laptops and learning games.
2) It increases student motivation and engagement through accessible and collaborative technologies like networked computers and multimedia tools.
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Empfohlen
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- The need to identify skills, assess learning and effectiveness, and remain relevant through continual reflection
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This document outlines the goals and expectations for a course on education and technologies at Saint Joseph University. The goal is to understand how to use computer and internet technologies to improve learning. Students are expected to have a basic understanding of how technology can enhance education. Specific topics covered include the learning management system Moodle, web 2.0 tools, blended learning, mobile learning, and assessment. Students will present on a web 2.0 tool and create a Moodle lesson. Optional assignments include submitting a paper for a conference or developing a thesis topic on an education technology issue. Possible thesis topics focus on using social networks in schools, the role of future educators, and impacts of technologies like mobile learning, blogs and more.
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Paper disponível em http://usir.salford.ac.uk/17014/
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- Research reviewed 996 1:1 learning programs between 2010-2012 across 42 and then 100 school districts in Iowa.
- Successful 1:1 programs require goals and planning around areas like procurement, support, curriculum integration, professional development and infrastructure.
- Teachers need to control how technology is used and adapt materials to incorporate devices. Emphasis should be on project-based learning.
- When implemented well, 1:1 programs allow students to complete complex tasks using technology as a tool, and teachers change their expectations of students' technology skills.
- Professional development
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Power point ed 633
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This document summarizes the spaceTEAMS program, a collaborative effort between Edgewood Independent School District, Northwest Vista College, and the Schriever Institute to provide STEM education to elementary and middle school students through robotics camps. The 2016 camps served 94 students from 4 school districts and introduced them to computer programming, engineering, and local STEM careers through hands-on robotics projects. Evaluations found the camps successfully taught students collaboration, programming, engineering, and problem solving skills while exposing them to educational and career opportunities in STEM fields. Organizers hope to expand the program in future years.
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Guida alla software selection
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Arterial supply of the head and neck /certified fixed orthodontic courses by ...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
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Going Mobile
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Digital literacy and learning gain
This document discusses digital literacy from several perspectives:
1) As a set of skills needed for personal, academic, and professional use.
2) As a graduate attribute that universities aim to develop in students.
3) As a measure of learning gain that can be developed over time through experiences.
The document reports on a study that tracked students' digital practices, interviewed alumni on their development of digital skills, and proposes future research on understanding how students' conceptions of digital literacy change during and after their studies.
Overview of the Institute of Learning Innovation
This presentation was delivered before a delegate of the Yamaguchi Prefectural University of Japan, on 1st July 2013 at University of Leicester.
Attributes of effective learners for a digital age
The document discusses attributes of effective learners for a digital age. It explores research conducted at Oxford Brookes University between 2005-2015 on student experiences using technology. The research uncovered that effective learners are connected, confident, adaptable, and intentional in their approach. They are adept at online communication, open to sharing ideas, able to experiment with new technologies, and aware of managing their own learning. The university aims to prepare graduates who can contribute to a global, networked society by developing these attributes through access to digital resources and teaching that incorporates technology appropriately.
Anne Nortcliffe Are we ready for smart device learning survey
This document discusses a survey of staff and students at Sheffield Hallam University on their use of smart devices. It finds that while most staff and students use their devices for tasks like email, calendars, and note-taking, there are still inhibitors to fully integrating smart devices into academic life. Both students and staff cited issues like network connectivity and limitations of apps and websites as challenges. The document concludes that while staff are open to classroom use of smart devices and students use them to supplement learning, digital literacy varies and universities need to address infrastructure and app development to better support smart learning.
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Mugur Mocofan - Mobile learning study cases 2015
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UOSM2033 intro session 06102016
This document provides an overview of a session plan on digital literacy. It discusses evaluating online information, relevant articles, and a digital literacy conference. It also includes a student video on living and working on the web. Several topics within the scope of digital literacy are explored, such as information management, creating materials, effective communication, and digital identity and behavior. The document highlights the importance of digital skills for employment and shares examples of digital champions who helped with events and now work in digital fields.
Building Opportunities through Digital Literacy
This document discusses strategies for building digital literacy, critical thinking, and workplace skills in adult English language learners. It defines digital literacy and resilience, and outlines foundational digital skills. It then provides five strategies for incorporating digital literacy into the classroom: 1) assess learner skills, 2) choose appropriate technology, 3) follow the POST model for lesson planning, 4) model technology use, and 5) extend learning beyond the classroom. Examples of projects and activities are also described. The document stresses that digital skills will be important for most future jobs and strategies should build these skills alongside English.
Living and Working on the Web Intro Session 2016
This document provides an overview of a session plan on digital literacy. It introduces the topics that will be covered, including evaluating online information, curating relevant articles, satire, the latest from an expert, and a student video on living and working on the web. It then discusses building a professional digital profile by managing digital experiences for effective learning, career opportunities, and digital citizenship. Finally, it encourages students to join a group called "Digichamps" who help with educational technology applications and digital skills development.
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“Going Mobile – The University of Northampton approach to supporting mobile access to the VLE and other key systems”
Presenter: Rob Howe
Teaching as a Way to Learn
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Dr. Nellie Deutsch discussed ways in which face-to-face and fully-online students can teach as a way to learn. The presentation was hosted by Mofet online academy and given on BB Collaborate. You're invited to enrol in evaluation an measurement tor online course to continue learning http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/Evaluation-and-Measurement.aspx
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Finding Great Tech For Teaching
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Whet your appetite for using technology and media in your literacy program.
Ask you to select at least one awesome tech learning object.
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The learner journey - technology for learners with ALN
This document discusses using technology to support learners with additional learning needs (ALN). It outlines the principles of universal design and describes "wicked problems" in education. It then provides examples of how different Microsoft tools like Teams, OneNote, and Planner can be used to connect staff, capture learner data, and facilitate transition planning. Assistive technologies like text-to-speech and learning tools are also discussed. The future potential of technologies like chatbots, augmented reality, and translation apps is envisioned. The overall goal is to leverage technology to improve independent learning, build confidence, and enable successful transitions for all learners.
iNorthampton Journey
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#Blend13 Workshop: Supporting Blended Learners #blended62255
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Digital competence
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Power up learning
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Attributes of effective learners for a digital age
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Easy-to-adapt approaches to creating informal learning zones
Learning space development is notorious complex, costly and protracted. This presentation considers what can be done spatially and behaviourally to develop student belonging and becoming. It focuses on ways, often within the discipline, of creating a sense of place through the concept of non-formal learning and the idea of zones. A range of approaches are listed that are easy to implement and comparatively cheap.
Twalk this way
This document discusses twalks, which are structured learning walks that involve walking, talking, tweeting and thinking. Groups in different locations follow the same walking plan and discuss the same topics via Twitter. The document provides an example of a past twalk focused on digital placemaking and learner relationships with blended learning spaces. It shares reflections from participants, including that twalks introduce staff to learning spaces, facilitate comparisons between environments, and generate excitement through their novelty. The document outlines an activity where participants are assigned roles and locations to twalk to, and discusses potential topics for breakout discussion groups, including the benefits of twalks and how to incorporate them in different disciplines.
#Twalk this way
The workshop explored the outcomes of a global CPD activity around a common walk augmented by the structured use of social media (a ‘#twalk’) in which all participants acted as co-producers to study the topic of digital placemaking. During the workshop we ran a #minitwalk (search for the evidence using the hashtag elsewhere). The workshop concluded with some parallel discussion activities. You can view and contribute to the google docs from the link in this presentation and you can also see a link to the #Twalk toolkit.
All or nothing: Building teaching team capacity to support the adoption of ac...
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The workshop explored how we can better support the development of effective academic teams by recognising and acknowledging the various stages and characteristics associated with the implementation of innovative practices. Participants considered the implementation of educational development strategies aimed at developing consistently excellent learner-centred teaching across teams to improve student satisfaction. This is a challenge because innovative teachers are typically set apart from their peers as innovative champions by, for example, receiving special funding for teaching development projects or being recognised for inspirational practice individually. A shift to a learning paradigm (Barr & Tagg, 1995) is not a matter of individual excellence but is cultural. Adopting a common philosophy requires a significant commitment from all team members, although some would argue this is not attainable (Kember & Kwan, 2000).
To background this, the facilitators will report on the CPD models (Rogers, 1995; Pundak & Rozner, 2007; Herckis, 2017).they have used to move a course team towards confident and consistent use of the problem-based pedagogies associated with SCALE-UP active learning classrooms (Beichner, 2008). We will introduce the SCALE-UP method and the challenges its adoption created for the teaching team and their students. Initially driven by a sole innovator, its implementation exposed not only the imagination and strengths within the team, but the time, teaching experience and required capacity needed for the adoption of new active learning methods.
Audio feedback design models and tips
These slides are part of the Audio Feedback Toolkit. You are free to use these resources.
Further ideas, guidance and information is available in the toolkit and elsewhere on the MELSIG site.
Applied Learning Academic Interest Group July 2017
This document discusses applied learning and transition support for students. It includes:
1) Discussions on student archetypes to promote inclusive design, the Hallam Award program, and identifying small projects to support employability through collaboration.
2) A commitment to authentic applied learning, different perspectives on employability, graduate attributes, and peer mentoring support.
3) A student archetypes resource to promote awareness of diversity and inclusive practice for employability.
4) Brainstorming small collaborative projects to lead innovation and make a significant difference for students, such as enhancing pre-induction experiences.
CAFE(Consistently active, flexible and experiential) workshop
With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O'Toole; Ciara O'Hagan; Colin Beard
Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the University’s Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space.
The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr & Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning.
The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the University’s directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces.
Using a pop-up Stand Up Classroom pedagogy, you will discover ‘whiteboard learning’ through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect.
Participants are invited to become Future Learning Spaces group members.
Connecting the Curriculum with Civic Opportunities
Andrew Middleton, Charmaine Myers and Graham Holden
This presentation introduces the Venture Matrix scheme at Sheffield Hallam University, which has proven the value of developing applied learning methods in co-operation with schools and local businesses for over 10 years. Its central role is to develop real-world experience in the curriculum by introducing course leaders to civic ‘clients’ from schools and businesses in the region who can provide student groups with project briefs. Students address problems that matter by applying and developing their disciplinary knowledge and capabilities. It facilitates boundary crossing in which learning happens through a facilitation of mutually beneficial relationships. The Venture Matrix establishes a Third Space (Gutiérrez et al., 1999) by developing strong ties between civic partners and university students. Business ‘clients’ set learning problems for university students; students develop solutions; school pupils use the outcomes of student work. Each brings contextual factors that contribute to a rich immersive experience. We describe how this enhances learning and the development of student identities, and how it has inspired a large-scale integrated co-operative education model supporting student transition and success. Our question for participants is "Who owns learning the civic Third Space as the pupil becomes student and as the student becomes employer?"
Reference
Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space, Mind, Culture, and Activity, 6(4), 286-303, DOI: 10.1080/10749039909524733
Discovering Active Learning
Invited workshop presentation on Active Learning from the University of Sheffield's #telfest, July 2017
The Sheffield Learning Spaces #Twalk
A Twalk is a walk with a tweetchat. This twalk was devised to support the UK Learning Spaces Special Interest Group's first meeting which took place in Sheffield on 28th July 2017. It to the theme of Crossing Boundaries and walk structured around a series of discussion topics relating to that theme.
Spaces for Active Learning - our work 2017
An outline of some of the areas of work we are undertaking at Sheffield Hallam around Future Learning Spaces. The work tends to fall into two areas:
1. student engagement and belonging
2. Student-centred active learning
Visions of the revolution: How studio pedagogy reinvents the higher education...
The principles of a hybrid learning studio
Remove hierarchy!
Autonomous and Authentic
Inductive knowledge through immersive experience
Learning-centred
Co-operative
Real world challenge and purpose
Neither formal nor informal
Experiential and Experimental
Polycontextual
Hybrid
Fluid and Adaptable
Versatile
Functional
Personal and Social
Identity and belonging
Apprentice
Communal and Networked learning
Enterprising
Private and Public-facing
Peripheral and Stage-centred
Makerspace and Immersive Thinking Space
Laboratory
Boundless
Uncertain, original, and interpreted
Open and Connected
Showcase and demonstration
Home
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Movement and exchange
Negotiation
Navigation
Sketching and drafting
Portfolio and Performance
Accommodating the Unknown
Self-directed and Self-determined
Active and productive
Liminal and troublesome
Digital and Corporeal
Master-Apprentice
Schön’s (1985; 1987) proposition.
Studio for All workshop cards
These cards were produced for a workshop given at the APT 2017 learning and teaching conference, University of Greenwich. They are intended to stimulate thinking about active learning and co-production in any discipline.
STUDIO FOR ALL
"studio-based learning can serve as a way for all students to learn to participate in the cultural practices of their discipline".- Schön (1985; 1987)
This is a set of cards designed to stimulate discussion about a studio-based learning paradigm. (The approach is inspired by the Vorticists and the painting is by the Voticist artist Jessica Dismore. (Apologies - the font has not travelled well). Ideas are inspired by Ray Oldenburg's idea of Third Place, and Siemen's ideas about connectivism, Schon's work on studio space, and many others
ePortfolios - a space to make connections
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In between-dominant-learning-spaces
Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.
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Workshop for SEDA 2016
We know that networks play an important role in academic life (Moron-Garcia, 2013) especially when dealing with the “unhomeliness” (Manathunga, 2007) of life as an academic developer, working across disciplinary and professional borders. This workshop will showcase an ongoing learning space collaboration that started over a casual conversation at a network meeting sharing conundrums and developed into a wider conversation across two institutions at different stages of learning space development. Between us, we will reflect on the power of conversation (Barrett et al., 2004), practices learnt and shared and highlight the importance of building inter-professional networks within and across institutions in order to inform and guide change (Pennington, 2003). As leaders in the academy academic developers are often given the tricky institutional conundrums to solve, however the delights of our role are the opportunities to build those networks, drawing on the generosity of our various communities enabling us to ask the awkward questions (Cousin, 2013) and answer them together working as a “critical friend in the academy” (Handal, 2008).
The activity will allow us to draw on our experiences of engaging in conversations for innovation. We will reflect how our motivations and purposes are different and will change throughout a collaboration, and how we sustain or conclude our work. A number of questions will be addressed with the aim of developing further collaborations among participants, sharing knowledge and establishing that you don’t need to know what you need to know before starting the conversation:
How do you ask for help?
Who do you ask for help?
How do you build networks within and between institutions?
Producing learning scenarios
This document discusses scenario-based design and provides guidance on using scenarios to support active and problem-based learning. It defines scenarios as concrete descriptions of user activities during specific tasks that allow designers to infer implications. Scenarios can describe past, present or future situations risk-free and help designers imagine possibilities. Well-formed scenarios include goals, settings, actors and plots describing actions and events. Scenarios address challenges like reflection, collaboration, risk management and considering multiple views. They should be presented using natural language and various media like text, diagrams and videos.
We are digital!
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
Learning Space Design Principles & Indicators
The document outlines design principles and indicators for learning space developed by Sheffield Hallam University. It identifies 10 design principles for fostering a sense of belonging, promoting good teaching and learning, supporting time on task, promoting peer cooperation and independent learning, accommodating flexibility, promoting study and self-belief, promoting active and authentic learning, and promoting learning through integrated technology use. Each principle includes example indicators for how students and tutors would positively experience new or refurbished physical and virtual learning spaces.
Transforming the Learning Space - Can Principles & Criteria Help?
The document discusses transforming learning spaces through evaluating them based on principles and criteria. It addresses the complexity of getting different stakeholders on the same page to have productive conversations about learning spaces. It proposes developing principles to provide a common language and ensure investments in learning spaces positively impact student learning. The principles outlined include fostering belonging, promoting good teaching and learning, supporting time on task, accommodating flexibility, promoting peer cooperation and independent learning, and more. Developing principles could help frame conversations, guide design and evaluation of spaces, and ensure consistency across projects.
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Applied Learning Academic Interest Group July 2017
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CAFE(Consistently active, flexible and experiential) workshop
CAFE(Consistently active, flexible and experiential) workshop
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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SMART: Staff are Mobile And Ready to Teach
- 1. S.M.A.R.T Staff are Mobile And Ready to Teach Anne Nortcliffe & Andrew Middleton
- 2. Introduction • Who we are, what we have done • Anne Nortcliffe • Andrew Middleton • In this workshop... • Where are you? • Readiness survey • Idea generation • Killer apps
- 4. Anne Nortcliffe Ways of organising our thinking http://www.schrockguide.net/bloomin-apps.html 1.Productivity 2.Reading 3.Browsing 4.Media Capture 5.Managing learning 6. Social media 7.Communications 8.Data manipulation 9.Subject specific tools 10. Other Connecting Communicating Curating Collaborating Creating
- 5. Who's here? • How could you use your smart device for teaching or learning (or perhaps you are already?) • Opportunities and Challenges
- 6. Why Go SMART? Impact on people’s commercial practice (Chen et al, 2010, Durbin, 2011, Lin and Brown, 2007): • what people work with • who people work with • how people work • where people work • when people work So how much are these devices changing academia?
- 7. Socrative My Room Number: 606596 SOC#: SOC-4023558
- 8. Surveyed staff and students? • Students in ACES ~ 5000 • Staff in SHU with mobile ~1410 • Surveyed in January 2014 • 174 ACES & 1 DS Students responded out ~ 5000 • 242 staff responded out ~1410
- 9. Student Staff Confidence in using the device? [Not confident 1 - 5 very confident] 12 staff specify training.
- 10. How staff & student use their smart device? Student (No 168) Staff (No 238) Personal Tool 15% 8% Tool for organising personal and University Life 28% 21% Dependent on tool for certain aspects University Life 32% 36% Use tools multi-functionality throughout University life. 24% 35%
- 11. Category Staff (No 81) Student (No 41) Examples 1 Create 71% 77% Create student quizzes, Notetaking, Create learning resources 2. Connect 13% 8% Contact, Networking, Twitter, LinkedIn 3. Communication 46% 15% Email, Phone, 4. Collaborate 4% Share work developed with students 5. Curate 8% Mendeley, Photograph students work 6. Co-ordinate 54% 92% Calender, Timetable, Remainders
- 12. Reality? • Staff - Calendar and email • Students - Blackboard and writing apps • 73% (n.195) Staff encourage students smart device in classroom • 56% (n.170) Students use their device in classroom
- 13. Apps for Your University Life - 6Cs framework • How can/are using your smart device? • Connecting • Communicating • Curating • Collaborating • Creating • Coordinating
- 14. Develop your best idea Present Use the poster template to create a scenario that explains your best idea clearly and develops the detail
- 15. Killer Apps
- 16. Killer Apps - Google Drive and DropBox
- 17. Killer Apps - Camera
- 18. Killer Apps - Keynote and Pages
- 19. Killer Apps - Socrative
- 20. Killer Apps - Social Networking
- 21. Killer Apps - Twitter
- 22. Killer Apps - Explain Everything http://youtu.be/2WYRphpfTLA Flip the classroom...
- 23. Killer Apps - YouTube Capture and other video apps Create and upload videos instantly Also look at: • iMovie • Vimeo • Animoto • VideoScribe • StopAnimator Flip the classroom...
- 24. Killer Apps - Voice Record or Recorder Pro
- 25. Killer Apps - Evernote
- 26. MELSIG: Apps for Learning http://melsig.shu.ac.uk/?page_id=170