TIES 2011 PLEs
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MizJThis document discusses the future of education focusing on personal learning environments where learners take control of and manage their own learning using systems that allow them to set goals, manage content and process, and communicate with others. It suggests that education will embrace technologies like cloud computing, mobile devices, games, open content, analytics and personal learning environments. It advocates for administrative modeling, training staff, and building infrastructure to enable a learner-centered model where all people are living and learning in the 21st century as digital natives.
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Rhodes on rhodos
The document discusses heutagogical approaches to education facilitated by mobile learning integration. It mentions using blogs, social networks, location-aware media sharing, messaging and augmented reality to enable community formation, learning through remixing and sharing rich media. It also references the difference between digital natives and immigrants and supporting new approaches to teaching today's students for whom the education system was not originally designed.
Digital Literacy
Presentation prepared for internal training event for LIS 17.12.09, intended to define digital literacy and discuss how we can support academic staff to embed digital literacy in our courses.
Digital literacy
Digital literacy refers to the set of skills needed to effectively use digital devices and technology to communicate, express ideas, collaborate, and advocate in the knowledge society. It involves having awareness, attitudes, and abilities to identify, access, analyze, evaluate, and communicate digital resources to construct new knowledge. While some question if digital texts help early education, research shows multimodal digital texts can engage multiple senses and support learning. Maintaining digital literacy in our technology-dependent society requires being open-minded and continuously learning about new devices and applications.
Digital literacy
Digital literacy refers to the ability to use technology and digital tools to find, evaluate, and create information. It involves skills like reading various media formats, manipulating data and images, and applying new knowledge from online environments. As technology has become pervasive in society, digital literacy is now essential for everyday life and education. Teachers face the challenge of preparing students for this new digital reality by developing their own digital skills and teaching in novel ways that incorporate technology and expand learning. Developing students' digital literacy provides benefits like increased autonomy, easier access to information, and opportunities for global communication and collaboration that foster 21st century skills.
Personal lerning environment
This document defines and discusses personal learning environments (PLEs). PLEs allow learners to take control of and manage their own learning through systems that help set goals, manage learning processes, and facilitate communication with others. PLEs utilize web technologies like blogs, wikis, and social media to provide tools that support lifelong learning across different settings. However, PLEs also face technical challenges like tools overload and access issues as well as social challenges including content ownership, safety, and digital literacy.
Connected Education. Personal Learning Environment
Connected education focuses on using social networks to allow learning from anywhere at any time. It emphasizes connecting teachers and students through new learning environments and digital tools. Teachers can design personalized learning environments to guide students and address gaps between classroom and outside learning. Students must develop essential 21st century skills like digital competence through responsible use of social networks. Personal learning environments allow expanding one's learning network by sharing knowledge, filtering information, and collaborating on projects by learning from others' experiences. Twitter can be used in the classroom for sharing materials, recommending resources, publicizing events, following hashtags, and disseminating student work.
EDC534 Synthesis Spring 2015
Professor Renee Hobbs summarizes 11 key ideas from the graduate course, "Seminar in Digital Authorship," University of Rhode Island, Spring 2015.
Digital literacy at school and at home final shawna mark angelica
Digital literacy is the ability to understand and use information from various sources presented on computers. The document discusses skills students need to become independent digital learners, including how teachers can use technology like smartboards, laptops, and iPads to enhance student engagement and fortify instruction. It also addresses creating meaningful connections between technology and students' lives, and provides resources on internet safety and digital literacy tools for students and parents.
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Rhodes on rhodos
The document discusses heutagogical approaches to education facilitated by mobile learning integration. It mentions using blogs, social networks, location-aware media sharing, messaging and augmented reality to enable community formation, learning through remixing and sharing rich media. It also references the difference between digital natives and immigrants and supporting new approaches to teaching today's students for whom the education system was not originally designed.
Digital Literacy
Presentation prepared for internal training event for LIS 17.12.09, intended to define digital literacy and discuss how we can support academic staff to embed digital literacy in our courses.
Digital literacy
Digital literacy refers to the set of skills needed to effectively use digital devices and technology to communicate, express ideas, collaborate, and advocate in the knowledge society. It involves having awareness, attitudes, and abilities to identify, access, analyze, evaluate, and communicate digital resources to construct new knowledge. While some question if digital texts help early education, research shows multimodal digital texts can engage multiple senses and support learning. Maintaining digital literacy in our technology-dependent society requires being open-minded and continuously learning about new devices and applications.
Digital literacy
Digital literacy refers to the ability to use technology and digital tools to find, evaluate, and create information. It involves skills like reading various media formats, manipulating data and images, and applying new knowledge from online environments. As technology has become pervasive in society, digital literacy is now essential for everyday life and education. Teachers face the challenge of preparing students for this new digital reality by developing their own digital skills and teaching in novel ways that incorporate technology and expand learning. Developing students' digital literacy provides benefits like increased autonomy, easier access to information, and opportunities for global communication and collaboration that foster 21st century skills.
Personal lerning environment
This document defines and discusses personal learning environments (PLEs). PLEs allow learners to take control of and manage their own learning through systems that help set goals, manage learning processes, and facilitate communication with others. PLEs utilize web technologies like blogs, wikis, and social media to provide tools that support lifelong learning across different settings. However, PLEs also face technical challenges like tools overload and access issues as well as social challenges including content ownership, safety, and digital literacy.
Connected Education. Personal Learning Environment
Connected education focuses on using social networks to allow learning from anywhere at any time. It emphasizes connecting teachers and students through new learning environments and digital tools. Teachers can design personalized learning environments to guide students and address gaps between classroom and outside learning. Students must develop essential 21st century skills like digital competence through responsible use of social networks. Personal learning environments allow expanding one's learning network by sharing knowledge, filtering information, and collaborating on projects by learning from others' experiences. Twitter can be used in the classroom for sharing materials, recommending resources, publicizing events, following hashtags, and disseminating student work.
EDC534 Synthesis Spring 2015
Professor Renee Hobbs summarizes 11 key ideas from the graduate course, "Seminar in Digital Authorship," University of Rhode Island, Spring 2015.
Digital literacy at school and at home final shawna mark angelica
Digital literacy is the ability to understand and use information from various sources presented on computers. The document discusses skills students need to become independent digital learners, including how teachers can use technology like smartboards, laptops, and iPads to enhance student engagement and fortify instruction. It also addresses creating meaningful connections between technology and students' lives, and provides resources on internet safety and digital literacy tools for students and parents.
Digital Literacy
Digital literacy refers to an individual's ability to use digital tools and technology to find, evaluate, and share information. It involves being able to merge the digital world with traditional ways of learning and sharing knowledge using various resources. Students and teachers need to understand the role of technology in different levels of education. Teachers must stay up-to-date and facilitate collaborative learning while being open to learning from students. Digital literacy is an essential competence for both students and teachers in today's society as it is now the primary way of teaching and learning, though the ideal balance between digital and traditional methods has yet to be found.
IWBNet #schoolstechOz - Digital Literacies Workshops
Part 1 and Part 2 of workshops on Digital Literacies supported by work on https://docs.google.com/document/d/13gto_6FTpDYPHqtV2taesJ67t5NgYayVpYuZ_C2-2sI/edit#
Collaboration and innovation in the open ALT 2016
This document discusses an open educational project called WIHEA that aimed to take risks, share lessons, and promote open practice. The project team used shared courses and online groups through Warwick's learning platform and Google Apps to design a self-directed, wandering approach to learning called "flâneurism." By clicking links and exploring serendipitously, students developed digital literacies while mediating a cultural transition. The outcomes emphasized process over product and interest-led learning. Going forward, the project aims for even closer collaboration and embedding the approach more broadly.
The Computer as the Teacher’s Tool
This document discusses how information technology can support student-centered learning. It describes two learning theories: constructivism where students build their own learning, and social constructivism where knowledge is constructed through social contexts. The document suggests teachers can use computers as information tools, communication tools, and constructive tools to support student-centered learning. It provides examples of how students can use technology for word processing, presentations, internet research, and collaboration. The goal is for teachers to facilitate more active and independent learning by students using information technology.
What is digital literacy(joseph)
The document discusses digital literacy, which it defines as going beyond basic computer skills to include confident, critical, and effective use of technology for communication, work, and leisure. It outlines the five categories of digital competencies: information management, communication and collaboration, use of digital media, managing learning, and managing internet use. For each category, it provides examples of skills such as identifying information needs, communicating through different digital tools, and protecting devices and personal information online. The conclusion states that digital literacy provides new opportunities for engaging learning but also requires changes in schools to develop students' independent, confident, and discerning technology use.
Digital Literacy Skills
Digital literacy is the ability to understand and use information in multiple formats from various sources using computers. It requires critical thinking to solve technological problems. People must be able to recognize when information is needed, locate, evaluate, and effectively use the needed information. Digital literacy skills include defining information needs, accessing information, managing information, evaluating information and sources, integrating information from multiple sources, communicating information, and creating new information representations.
Cyber or Digital Literacy
What is Digital Literacy? How to be Digital Literate? What is a Digital Native? What are the ethical obligations in Digital Literacy?
Hodges literacy and today’s technnology presentation
The document discusses the importance of literacy and technology in education. It argues that students should graduate with technological familiarity, literacy skills, and the ability to learn how to learn. The library plays a key role in developing these skills in information-rich environments. Additionally, libraries should be designed to encourage literacy and discovery for both kids and teens, incorporating new technologies that motivate students.
Lessons Learned from the Delivery of Online Courses at the Institute of Tech...
The document discusses lessons learned from delivering online courses at the Institute of Technology Blanchardstown. It provides background that in 2007, Institutes of Technology and DIT proposed flexible online learning options to the higher education authority. This led to developing new flexible online offerings in business, engineering, computing and horticulture programs. Today there are 73 flexible modules running online. The document then lists 11 lessons learned from online course delivery, including the importance of the student experience, the value of online tutors also taking online courses, making a good first impression, addressing student worries about public speaking, emphasizing interaction, assisting students uncomfortable with technology, changing lecturing styles for online formats, describing online education experiences effectively, avoiding outdated social media references, and
Connectivism
Connectivism is a learning theory that uses technology where learning is a process that occurs outside of our control through connections in networks, communities, and databases rather than from our current knowledge. Some key principles are that learning resides in diversity of opinions, non-human appliances, and connecting specialized information sources. The ability to see connections between different fields and ideas is a core skill, and learning happens through various means like courses, communities, conversations, and web searches rather than being confined to classrooms.
Web2
The document discusses the differences between digital natives and digital immigrants. Digital natives, those under 25-30 years old, have grown up with technology and use digital tools naturally as part of their daily lives. Digital immigrants, those 25-30 or older, had to learn to use technology and do not consider it as central to their lives. The document also outlines the evolution of the web from Web 1.0, which required programming knowledge, to Web 2.0, which allows anyone to publish content, to future visions of Web 3.0 involving immersive 3D environments.
Ict course final written assignment - final draft - mariana chiarella.doc
Web 2.0 is a platform that is constructed and enriched by users through inter-human connectivity and interaction. Online communities allow users with shared interests to collaborate. An online community is a group of people who come together online for a purpose and are governed by shared norms and policies. Virtual communities provide access to collaborate and interact with people worldwide without leaving home. They allow learning new topics, playing sports, and attending courses through virtual reality with just a click. For online communities to be effective, they require limiting influences, stability, and an e-moderator to guide experiences and build on contributions while enabling openness.
Digital literacy
This work brings several concepts of Digital Literacy in order to demonstrate its importance, coverage and possibilities worldwide.
The computer as teacher’s tool Edtech 2 Chapter 11
Constructivism and social constructivism are theories of learning that view learning as an active process of constructing knowledge rather than passively receiving information. Constructivism asserts that learners individually construct meaning, while social constructivism emphasizes that learning occurs within social contexts through collaboration. Computers can support both theories by providing vast information resources, allowing for creative knowledge building and presentation of ideas, and facilitating social exchange and co-construction of shared understandings through tools like virtual whiteboards.
Multimodal Learning
This document summarizes a paper written by Eileen Abrahams, Irene Cruz, and Matt Hibbard for a class on learning with emerging technologies taught by Dr. Eileen O'Connor at SUNY Empire State College on December 9, 2013. The paper discusses key 21st century skills like collaboration, creativity, and problem solving. It also examines different semiotic systems including linguistic, visual, audio, and gestural representations of meaning. Furthermore, the document explores how the internet may impact cognitive skills like critical thinking and in-depth understanding.
Slide presentation on digital literacy
Digital literacy involves more than just the ability to read and write, and now means the ability to understand information across different media formats. It requires skills in deciphering complex images, sounds, and language. Digitally literate people can move between different media types and present information in a way their audience can easily understand. Central competencies of digital literacy include reading and understanding different formats, creating and sharing digital information, evaluating information, and practicing information and media literacy. These skills are widely needed but unevenly possessed globally. As technology advances rapidly, digital literacy as a field continues to evolve and teachers and students must constantly update their skills to stay engaged.
Lesson 11 - The computer as the Teacher's Tool
The document discusses how computers can support constructivist and social constructivist learning paradigms. It explains that constructivism involves individuals constructing their own knowledge, while social constructivism recognizes the social aspects of learning. The computer can act as an information tool by providing vast resources, a communication tool by enabling collaboration, and a constructive tool by allowing students to organize and present ideas. It can also be a co-constructive tool through shared documents and a situating tool by virtually placing users in environments through simulations. Overall, the computer has capabilities that allow it to enhance learning according to constructivist and social constructivist theories.
PLE and PLN
This document discusses personal learning environments (PLEs) and personal learning networks (PLNs). A PLE is a system that allows learners to take control of and manage their own learning by connecting them to information and communities. A PLN is an informal learning network consisting of the people a learner interacts with and learns from within their PLE. An important aspect is connectivism theory, where learners create connections through their network to aid professional development and knowledge.
Sample
E-learning involves using computers and interactive networks simultaneously for learning activities, though computers do not need to provide all content. Web-based learning delivers educational materials through a web browser, even if packaged on physical media like CD-ROMs. E-learning and web-based learning both utilize technology significantly in the learning process.
Information fluency citations
The document discusses the importance of information fluency for students in today's digital age. It explains that while students are comfortable using technology, they often don't know how to evaluate the credibility of information found online. Information fluency teaches students to navigate the vast amount of information available and determine what sources are reliable. It involves developing skills to locate, organize, analyze, evaluate and synthesize information from different sources. The document aims to provide guidance for instructors on how to teach these elements of information fluency to enable students to become lifelong learners who can find, use and judge the quality of information.
The Learning Management System: Adapt or Disappear
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
Ten Trends for 2007
This document summarizes key topics in educational technology presented by Derek Wenmoth at a learning conference in 2007. It discusses 1) upgrading school networks and infrastructure, 2) personalizing learning through technology, 3) ensuring systems are interoperable, 4) the role of ICT in early childhood education, 5) using e-portfolios, 6) addressing cyberbullying, 7) incorporating informal learning, 8) using games and simulations, 9) developing 21st century skills, and 10) managing ICT systems in schools. The document provides an overview and relevant links for further information on each topic.
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Was ist angesagt?
Digital Literacy
Digital literacy refers to an individual's ability to use digital tools and technology to find, evaluate, and share information. It involves being able to merge the digital world with traditional ways of learning and sharing knowledge using various resources. Students and teachers need to understand the role of technology in different levels of education. Teachers must stay up-to-date and facilitate collaborative learning while being open to learning from students. Digital literacy is an essential competence for both students and teachers in today's society as it is now the primary way of teaching and learning, though the ideal balance between digital and traditional methods has yet to be found.
IWBNet #schoolstechOz - Digital Literacies Workshops
Part 1 and Part 2 of workshops on Digital Literacies supported by work on https://docs.google.com/document/d/13gto_6FTpDYPHqtV2taesJ67t5NgYayVpYuZ_C2-2sI/edit#
Collaboration and innovation in the open ALT 2016
This document discusses an open educational project called WIHEA that aimed to take risks, share lessons, and promote open practice. The project team used shared courses and online groups through Warwick's learning platform and Google Apps to design a self-directed, wandering approach to learning called "flâneurism." By clicking links and exploring serendipitously, students developed digital literacies while mediating a cultural transition. The outcomes emphasized process over product and interest-led learning. Going forward, the project aims for even closer collaboration and embedding the approach more broadly.
The Computer as the Teacher’s Tool
This document discusses how information technology can support student-centered learning. It describes two learning theories: constructivism where students build their own learning, and social constructivism where knowledge is constructed through social contexts. The document suggests teachers can use computers as information tools, communication tools, and constructive tools to support student-centered learning. It provides examples of how students can use technology for word processing, presentations, internet research, and collaboration. The goal is for teachers to facilitate more active and independent learning by students using information technology.
What is digital literacy(joseph)
The document discusses digital literacy, which it defines as going beyond basic computer skills to include confident, critical, and effective use of technology for communication, work, and leisure. It outlines the five categories of digital competencies: information management, communication and collaboration, use of digital media, managing learning, and managing internet use. For each category, it provides examples of skills such as identifying information needs, communicating through different digital tools, and protecting devices and personal information online. The conclusion states that digital literacy provides new opportunities for engaging learning but also requires changes in schools to develop students' independent, confident, and discerning technology use.
Digital Literacy Skills
Digital literacy is the ability to understand and use information in multiple formats from various sources using computers. It requires critical thinking to solve technological problems. People must be able to recognize when information is needed, locate, evaluate, and effectively use the needed information. Digital literacy skills include defining information needs, accessing information, managing information, evaluating information and sources, integrating information from multiple sources, communicating information, and creating new information representations.
Cyber or Digital Literacy
What is Digital Literacy? How to be Digital Literate? What is a Digital Native? What are the ethical obligations in Digital Literacy?
Hodges literacy and today’s technnology presentation
The document discusses the importance of literacy and technology in education. It argues that students should graduate with technological familiarity, literacy skills, and the ability to learn how to learn. The library plays a key role in developing these skills in information-rich environments. Additionally, libraries should be designed to encourage literacy and discovery for both kids and teens, incorporating new technologies that motivate students.
Lessons Learned from the Delivery of Online Courses at the Institute of Tech...
The document discusses lessons learned from delivering online courses at the Institute of Technology Blanchardstown. It provides background that in 2007, Institutes of Technology and DIT proposed flexible online learning options to the higher education authority. This led to developing new flexible online offerings in business, engineering, computing and horticulture programs. Today there are 73 flexible modules running online. The document then lists 11 lessons learned from online course delivery, including the importance of the student experience, the value of online tutors also taking online courses, making a good first impression, addressing student worries about public speaking, emphasizing interaction, assisting students uncomfortable with technology, changing lecturing styles for online formats, describing online education experiences effectively, avoiding outdated social media references, and
Connectivism
Connectivism is a learning theory that uses technology where learning is a process that occurs outside of our control through connections in networks, communities, and databases rather than from our current knowledge. Some key principles are that learning resides in diversity of opinions, non-human appliances, and connecting specialized information sources. The ability to see connections between different fields and ideas is a core skill, and learning happens through various means like courses, communities, conversations, and web searches rather than being confined to classrooms.
Web2
The document discusses the differences between digital natives and digital immigrants. Digital natives, those under 25-30 years old, have grown up with technology and use digital tools naturally as part of their daily lives. Digital immigrants, those 25-30 or older, had to learn to use technology and do not consider it as central to their lives. The document also outlines the evolution of the web from Web 1.0, which required programming knowledge, to Web 2.0, which allows anyone to publish content, to future visions of Web 3.0 involving immersive 3D environments.
Ict course final written assignment - final draft - mariana chiarella.doc
Web 2.0 is a platform that is constructed and enriched by users through inter-human connectivity and interaction. Online communities allow users with shared interests to collaborate. An online community is a group of people who come together online for a purpose and are governed by shared norms and policies. Virtual communities provide access to collaborate and interact with people worldwide without leaving home. They allow learning new topics, playing sports, and attending courses through virtual reality with just a click. For online communities to be effective, they require limiting influences, stability, and an e-moderator to guide experiences and build on contributions while enabling openness.
Digital literacy
This work brings several concepts of Digital Literacy in order to demonstrate its importance, coverage and possibilities worldwide.
The computer as teacher’s tool Edtech 2 Chapter 11
Constructivism and social constructivism are theories of learning that view learning as an active process of constructing knowledge rather than passively receiving information. Constructivism asserts that learners individually construct meaning, while social constructivism emphasizes that learning occurs within social contexts through collaboration. Computers can support both theories by providing vast information resources, allowing for creative knowledge building and presentation of ideas, and facilitating social exchange and co-construction of shared understandings through tools like virtual whiteboards.
Multimodal Learning
This document summarizes a paper written by Eileen Abrahams, Irene Cruz, and Matt Hibbard for a class on learning with emerging technologies taught by Dr. Eileen O'Connor at SUNY Empire State College on December 9, 2013. The paper discusses key 21st century skills like collaboration, creativity, and problem solving. It also examines different semiotic systems including linguistic, visual, audio, and gestural representations of meaning. Furthermore, the document explores how the internet may impact cognitive skills like critical thinking and in-depth understanding.
Slide presentation on digital literacy
Digital literacy involves more than just the ability to read and write, and now means the ability to understand information across different media formats. It requires skills in deciphering complex images, sounds, and language. Digitally literate people can move between different media types and present information in a way their audience can easily understand. Central competencies of digital literacy include reading and understanding different formats, creating and sharing digital information, evaluating information, and practicing information and media literacy. These skills are widely needed but unevenly possessed globally. As technology advances rapidly, digital literacy as a field continues to evolve and teachers and students must constantly update their skills to stay engaged.
Lesson 11 - The computer as the Teacher's Tool
The document discusses how computers can support constructivist and social constructivist learning paradigms. It explains that constructivism involves individuals constructing their own knowledge, while social constructivism recognizes the social aspects of learning. The computer can act as an information tool by providing vast resources, a communication tool by enabling collaboration, and a constructive tool by allowing students to organize and present ideas. It can also be a co-constructive tool through shared documents and a situating tool by virtually placing users in environments through simulations. Overall, the computer has capabilities that allow it to enhance learning according to constructivist and social constructivist theories.
PLE and PLN
This document discusses personal learning environments (PLEs) and personal learning networks (PLNs). A PLE is a system that allows learners to take control of and manage their own learning by connecting them to information and communities. A PLN is an informal learning network consisting of the people a learner interacts with and learns from within their PLE. An important aspect is connectivism theory, where learners create connections through their network to aid professional development and knowledge.
Sample
E-learning involves using computers and interactive networks simultaneously for learning activities, though computers do not need to provide all content. Web-based learning delivers educational materials through a web browser, even if packaged on physical media like CD-ROMs. E-learning and web-based learning both utilize technology significantly in the learning process.
Information fluency citations
The document discusses the importance of information fluency for students in today's digital age. It explains that while students are comfortable using technology, they often don't know how to evaluate the credibility of information found online. Information fluency teaches students to navigate the vast amount of information available and determine what sources are reliable. It involves developing skills to locate, organize, analyze, evaluate and synthesize information from different sources. The document aims to provide guidance for instructors on how to teach these elements of information fluency to enable students to become lifelong learners who can find, use and judge the quality of information.
Was ist angesagt? (20)
IWBNet #schoolstechOz - Digital Literacies Workshops
IWBNet #schoolstechOz - Digital Literacies Workshops
Hodges literacy and today’s technnology presentation
Hodges literacy and today’s technnology presentation
Lessons Learned from the Delivery of Online Courses at the Institute of Tech...
Lessons Learned from the Delivery of Online Courses at the Institute of Tech...
Ict course final written assignment - final draft - mariana chiarella.doc
Ict course final written assignment - final draft - mariana chiarella.doc
The computer as teacher’s tool Edtech 2 Chapter 11
The computer as teacher’s tool Edtech 2 Chapter 11
Ähnlich wie TIES 2011 PLEs
The Learning Management System: Adapt or Disappear
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
Ten Trends for 2007
This document summarizes key topics in educational technology presented by Derek Wenmoth at a learning conference in 2007. It discusses 1) upgrading school networks and infrastructure, 2) personalizing learning through technology, 3) ensuring systems are interoperable, 4) the role of ICT in early childhood education, 5) using e-portfolios, 6) addressing cyberbullying, 7) incorporating informal learning, 8) using games and simulations, 9) developing 21st century skills, and 10) managing ICT systems in schools. The document provides an overview and relevant links for further information on each topic.
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School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
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The document summarizes the MEd Information Technology program at Western Oregon State University. The program trains teachers to utilize technology through team-based professional learning communities to align curriculum with state standards. It focuses on providing educators with skills and tools to educate students in an age of high technology and communication. The goal is to empower teachers and build technically advanced learning communities.
Mmabatho201120558
The document discusses personal learning environments (PLEs). It defines a PLE as an individual's facility to access, organize, and manipulate digital artifacts of their ongoing learning experiences. A PLE integrates a person's personal and professional interests through distributed feeds. The document emphasizes that PLEs are part of personal and professional learning networks and should be started early in one's career. PLEs allow learners to engage in a distributed learning environment consisting of people, services, and resources. Forming learning networks provides sustainable value and stimulates continuous contribution of knowledge.
Revised annual plan_2010
This document summarizes the revised annual plan for 2010 at Tahunanui School. The strategic goal is to enhance high-quality learning through the use of ICT. By November 2011, the annual goal is for 90% of students to often use computers in their learning. The plan discusses infrastructure improvements such as new devices and wireless access, as well as professional development for teachers including individual sessions to help integrate technology into classroom learning. Next steps include further infrastructure upgrades and aligning teaching models with the school's values of developing 21st century learners.
The computer as the teacher tool
The document discusses the use of computers as tools to support constructivist and social constructivist approaches to teaching and learning. It describes how computers can serve as informative, constructive, co-constructive, and situating tools. As informative tools, computers provide vast amounts of information from the internet. As constructive tools, computers allow students to manipulate information and build new knowledge. As co-constructive tools, students can work collaboratively online. As situating tools, virtual reality simulations place students in virtual environments. The document also discusses how computers support student-centered learning by allowing students to work independently and collaboratively on projects and presentations.
E learning landscape2011
This document summarizes trends in eLearning and provides guidance for schools. It discusses how technology can enhance pedagogy by facilitating connections, shared learning, and supportive environments. It also outlines changing student and teacher roles, issues of cyber citizenship, and emerging technologies like mobile learning and cloud computing. The document advocates developing a shared eLearning vision and focusing on collaborating with other schools while supporting student learning.
Portfolio in Educational Technology
This document discusses the history and theories of educational psychology and instructional design. It covers behaviorism, cognitive science influences like computer science, constructivism, e-learning approaches like blended learning, computer-supported collaborative learning, educational media and tools, e-learning authoring tools, learning management systems, and pedagogical elements.
Icelw Schlenker
This document discusses how social learning can enhance management education. It reviews research on learning technologies to identify key questions about leveraging user-generated content. Social learning allows students and instructors to access notes from colleagues in real time. Patterns emerge from individual "Little Data" over time within and across similar topics. Social learning platforms can provide bridges between formal education and workplace challenges by enabling interactive, dynamic and mobile collaboration on notes and course materials.
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SD57 - from December 3 school board meeting - Tech presentation
1) The school district developed a technology plan in 2011 after gathering feedback from staff on how technology could enhance student learning. The plan focused on improving wireless connectivity, web applications, policies, and internet connections across schools.
2) Key goals included providing wireless access at all schools, developing an online learning portal, updating policies for privately-owned devices, and upgrading internet connections which has now been completed.
3) Moving forward, the district aims to empower learning through increased use of online resources, collaboration tools, and professional development while ensuring compliance with data privacy laws.
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This document discusses new models for designing learning environments including pedagogy, technology, learning theories, and standards. It summarizes key technology trends impacting education like mobile devices, cloud computing, and open educational resources. Models for blended and online learning are presented along with learning theories including connectivism and heutagogy. Standards from ISTE, Quality Matters, and iNACOL are also referenced.
Developing a Pre-Sea Curriculum for the Digital Generation of Marine Engineers
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Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.Hong Kong Knowledge Management Society
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
The Competences of the Telecollaborative Teacher
Presentation given at various workshops and conferences about a model of competences for the telecollaborative teacher. A paper has since been published about this. Contact me to receive a copy.
E learning-e-comunidades-de-prática
The document discusses eLearning and communities of practice. It provides an overview of key topics:
1. Learning organizations and how knowledge is transformed and shared within organizations.
2. eLearning, which uses computers to support teaching and learning, and various eLearning tools and technologies.
3. Using Web 2.0 technologies like blogs, wikis and podcasts to support collaborative eLearning (eLearning 2.0).
4. Communities of practice, which are groups that share an interest in a domain and help each other improve through regular interaction.
Online Teaching Standards
The document outlines 10 standards for K-12 online teachers in Idaho. Standard 1 focuses on the teacher's knowledge of online education and ability to design learning experiences that take advantage of online environments. Standard 2 addresses understanding student development and providing opportunities to support intellectual, social and personal growth. Standard 3 is about modifying instruction for individual student needs. Standard 4 discusses using multiple instructional strategies to develop critical thinking. Standard 5 covers classroom motivation and management. Standard 6 is on communication, networking and community building. Standard 7 is about instructional planning based on knowledge of subjects, students and goals. Standards 8-10 were not included in the document.
Spotlight on emerging technology
This document discusses e-schools as an alternative to traditional classrooms. E-schools allow learning to take place anywhere using computers and the internet. They provide opportunities for 21st century skills and serve various student populations like at-risk students or those in rural areas. The document examines learning management systems like Moodle and RCampus that provide tools for online courses, collaboration, and administration. It also discusses the pros and cons of e-learning as well as strategies for educators to incorporate new technologies and real-world applications into engaged, self-directed student learning.
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2) Wallenberg Hall features state-of-the-art classrooms and collaboration spaces designed to support collaborative meaning-making and knowledge building through digital tools and artifacts.
3) The archaeology course made use of these new technologies and spaces to provide students with hands-on experience in archaeological modeling and data analysis through project-based learning and collaborative exploration of digital artifacts.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Answers about how you can do more with Walmart!"
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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TIES 2011 PLEs
- 1. The future of education?
- 2. = professional learning communities = professional learning networks = managed learning environments = personal learning environments
- 3. Learner Adapted from: Alec Couros, PhD Thesis illustration, the Networked Teacher http://educationaltechnology.ca/couros/580
- 4. Personal Learning Environments (PLE) : Systems that help learners take control of and manage their own learning. --Mark van Hamerlen This includes allowing learners to: • set their own learning goals • manage their learning, both content and process • communicate with others in the process of learning
- 5. • “The NMC Horizon Report: 2011 K-12 Edition" suggests that the education community will embrace cloud computing, mobiles, game-based learning, open content, learning analytics and personal learning environments.
- 6. How do we make it happen? Think global, act local. 1. Administrative modeling 1. Train staff 2. Infrastructure
- 8. = you, me, all learners = we are living in the 21st century; learners are digital natives = hone your skills, train your staff, build your infrastructure = starting now