Digital pedagogy is the study of how effectively using digital technologies in teaching and learning. Digital Pedagogy may be in the form of an online, hybrid, and face to the face learning environment.
This workshop offers participants a hands-on introduction to the concepts and practices of digital pedagogy. We discuss the intersections between “online,” “hybrid,” and “digital” with regards to learning approaches and environments. And we launch into an exploration of assignment design, creative assessment, and digital tools. This workshop is suitable for educators--teachers, librarians, instructional designers, technologists, and others--at all levels who have an interest in exploring new techniques for digital teaching and learning.
ICT plays a vital role in educational administration by supporting efficient management of human resources, physical resources, financial resources, and record keeping. It allows for electronic student and staff administration, scheduling of activities, and communication between students, teachers and parents. However, challenges remain in the form of lack of infrastructure, financial constraints, and need for training.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
This document proposes a presentation on using information and communication technologies (ICT) to enhance the quality of evaluation processes. It suggests outlining how ICT can be used at various stages of the traditional end-of-term university examination process, including developing question papers, examining answer books, and using software tools. The presentation would describe some available software packages, and discuss the feasibility and effectiveness of ICT use in examinations based on literature and experience, concluding that ICT can help address challenges in the Indian educational system.
The document discusses the Personalized System of Instruction (PSI), a self-learning technique developed by F.S. Killer. PSI emphasizes individualized instruction without classroom teaching. The PSI teacher manages the course and creates a cooperative environment, while the instructor designs instruction materials. Proctors, who are bright students, guide and motivate other learners. PSI uses mastery-based, self-paced study with print guides and feedback from peers. Students learn units individually with proctor help. PSI can increase independent learning, self-paced progress, and interaction, but preparing materials and ensuring consistent work can be difficult.
The document discusses the definition and scope of information and communication technology (ICT) in education. It describes how ICT can be used across different aspects of teaching and learning, including for content delivery, assessment, research, and administration. Some key benefits of using ICT in education mentioned include increased student motivation, the ability to learn independently and at one's own pace, producing higher quality work, and accessing information that may not be available through traditional means.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
This document discusses activity-based instruction, which involves learning by doing. It is classified as either student-centered or teacher-centered. Teacher-centered instruction involves the teacher guiding activities selected to fit the time and resources, such as using incident methods, case studies, simulations, games, role-playing, or prioritization exercises. Precautions must be taken when organizing these activity-based lessons.
This workshop offers participants a hands-on introduction to the concepts and practices of digital pedagogy. We discuss the intersections between “online,” “hybrid,” and “digital” with regards to learning approaches and environments. And we launch into an exploration of assignment design, creative assessment, and digital tools. This workshop is suitable for educators--teachers, librarians, instructional designers, technologists, and others--at all levels who have an interest in exploring new techniques for digital teaching and learning.
ICT plays a vital role in educational administration by supporting efficient management of human resources, physical resources, financial resources, and record keeping. It allows for electronic student and staff administration, scheduling of activities, and communication between students, teachers and parents. However, challenges remain in the form of lack of infrastructure, financial constraints, and need for training.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
This document proposes a presentation on using information and communication technologies (ICT) to enhance the quality of evaluation processes. It suggests outlining how ICT can be used at various stages of the traditional end-of-term university examination process, including developing question papers, examining answer books, and using software tools. The presentation would describe some available software packages, and discuss the feasibility and effectiveness of ICT use in examinations based on literature and experience, concluding that ICT can help address challenges in the Indian educational system.
The document discusses the Personalized System of Instruction (PSI), a self-learning technique developed by F.S. Killer. PSI emphasizes individualized instruction without classroom teaching. The PSI teacher manages the course and creates a cooperative environment, while the instructor designs instruction materials. Proctors, who are bright students, guide and motivate other learners. PSI uses mastery-based, self-paced study with print guides and feedback from peers. Students learn units individually with proctor help. PSI can increase independent learning, self-paced progress, and interaction, but preparing materials and ensuring consistent work can be difficult.
The document discusses the definition and scope of information and communication technology (ICT) in education. It describes how ICT can be used across different aspects of teaching and learning, including for content delivery, assessment, research, and administration. Some key benefits of using ICT in education mentioned include increased student motivation, the ability to learn independently and at one's own pace, producing higher quality work, and accessing information that may not be available through traditional means.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
This document discusses activity-based instruction, which involves learning by doing. It is classified as either student-centered or teacher-centered. Teacher-centered instruction involves the teacher guiding activities selected to fit the time and resources, such as using incident methods, case studies, simulations, games, role-playing, or prioritization exercises. Precautions must be taken when organizing these activity-based lessons.
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
The document discusses blended learning, which combines traditional classroom teaching with online learning. It notes that blended learning considers the strengths of both models by incorporating synchronous components like face-to-face classes with asynchronous online components including self-paced learning materials. The document outlines benefits of blended learning like improved accessibility, communication, and cost savings, as well as potential drawbacks like lack of motivation and personal interaction.
The social inquiry model is a teaching model that aims to develop social skills in students. It emphasizes using inquiry and evidence-based discussion to solve problems. The model has 6 phases: orientation of a problem, developing hypotheses, defining terms, exploring evidence, generalizing conclusions. Teachers introduce a social issue and guide students through reflective discussion to state positions, test assumptions, and refine views. The goal is to promote open debate, hypothesis-driven learning, and use of facts to solve issues.
Moodle is a free and open-source learning management system (LMS) that can be used to create online courses with various features for course management, learner management, and content delivery. Some key features of Moodle include modules for assignments, quizzes, forums, choices, surveys, and more. It also includes tools for grading, tracking learner activity, managing files, and integrating calendars and events. Moodle provides advantages like low cost, flexibility, and active learning opportunities through discussion forums and group work. However, it may lack some advanced assessment and content management capabilities available in proprietary LMS solutions.
E content development initiatives in indiaReshmaPonnu2
The document discusses e-content development initiatives in India. It defines e-content as digital content delivered over electronic devices or online. The National Mission on Education through Information and Communication Technology aims to leverage ICT in teaching and learning by building connectivity between institutions and generating high-quality e-content. It seeks to extend computer infrastructure to 18,000 colleges and bridge the digital divide. The UGC-CEC also promotes e-content production through its 22 Educational Multimedia Research Centres.
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
This document proposes the development of a learning management system called Designgyan.com to share study and research materials among design colleges in India. It would provide a centralized platform for students and faculty to upload and access course content like PDFs, presentations, designs and videos. This system aims to save students' time and costs by providing resources otherwise difficult to access. It would encourage collaboration through communication tools like email notifications, discussion boards and blogs. The document outlines requirements, deliverables, advantages and constraints of the proposed system.
This document introduces computer assisted instruction (CAI) through a presentation by Habib Ullah Qamar. It begins with Qamar introducing himself and his background and objectives for the presentation. He then asks if the audience has used computers for learning or teaching. The bulk of the document defines and describes CAI, including the various terms used, how it works, typical features, and types like drill and practice, tutorials, discovery approaches, and problem solving. The advantages of CAI are discussed, such as individualized learning, feedback, and multimedia aids. Limitations include overreliance on multimedia and lack of infrastructure. The presentation concludes by recapping the objectives and inviting questions.
The document summarizes Robert Glaser's basic teaching model from 1962. The model has four main components: (1) instructional objectives that specify what students should learn, (2) entry behavior that identifies students' prior knowledge, (3) instructional procedures that outline how teaching will transform students' knowledge, and (4) performance assessment to evaluate if students achieved the objectives. The model assumes instruction builds on students' existing knowledge and guides them from their initial understanding to the desired learning outcomes through effective teaching methods.
Online and distance learning takes different forms but all aim to enhance the learning experience. A fully online course conducts all instruction online with both synchronous sessions requiring students to log on together and asynchronous activities they complete independently. The flipped classroom model has students learn lessons outside of class then do homework and activities in the classroom. A blended or hybrid course combines some traditional in-person sessions with online learning, replacing about 30% or more of face-to-face time with online work.
This document discusses power, ideology, and curriculum. It introduces curriculum as meaning "to run a course or path" to reach a goal. It then discusses the necessity of curriculum to attain personal and social goals, develop human resources, emphasize learner-centered approaches, and include core subjects like language, math, environmental education, and health education. The document also discusses ideology in terms of character development, spiritual development, and promoting creativity. It examines the socio-cultural context of issues like secularism, democracy, equality, and responding to challenges like globalization and technology. Overall, the document provides an overview of how power, ideology, and socio-cultural factors influence the development of educational curriculum.
This document discusses teacher professional development and how information and communication technologies (ICT) can enhance it. It defines teacher professional development as the professional growth and development of teachers in their role, which occurs over time through increased experience and systematic examination of teaching. It notes that effective professional development is collaborative, treats teachers as active learners engaged in hands-on tasks, and is linked to school reform efforts. The document then discusses how various Web 2.0 tools like blogs, social bookmarking sites, podcasts, and RSS feeds can provide teachers with content and resources to support ongoing professional learning.
1) Techno-pedagogy (TP) refers to electronically mediated teaching that integrates pedagogical principles with the use of technology.
2) Effective TP requires considering the nature of content, context, pedagogical strategies, and appropriate technologies.
3) To be an effective techno-pedagogue, educators must be familiar with various digital tools and platforms for synchronous learning, content creation, assessment, and more. They should also create and share open educational resources.
Aims & objectives of teaching biological scienceBeulahJayarani
The document discusses the aims and objectives of teaching biological science. It begins by defining biology as the study of life and living organisms, including their various structures, functions, growth, evolution and interactions. It then outlines several key objectives of teaching biology, including helping students acquire knowledge of biological facts and principles, develop scientific skills and attitudes, and appreciate the relationships between science, technology and society. Overall, the goals are to encourage curiosity about the natural world and nurture critical thinking skills.
This document discusses curriculum transaction, which involves effectively planning and implementing curriculum contents based on listed aims and objectives, and providing learning experiences for students. It involves clear planning, organization, implementation, review, teamwork, communication, time management, and understanding students. Curriculum transaction is based on factors like social philosophy, national needs, course structure, exams, government, human development theory, and committee recommendations. It requires active contributions from students, teachers, parents, administrators, and writers, and the intended curriculum is transformed through these interactions from its idealized design in actual classrooms.
ICT refers to technologies used for communication and management of information. It includes hardware, software, and various forms of technology used to transmit, store, create, share, and exchange information. ICT has several applications in education by allowing access to information from anywhere, enabling distance learning through tools like video conferencing, and facilitating virtual experiments and simulations. While ICT provides benefits like lifelong learning and access to global teaching resources, it also has disadvantages such as high costs and the potential for students and teachers to focus more on technology than course content. ICT can impact curriculum by allowing it to be more goal-oriented and tailored to individual needs, and helps teachers with lesson planning, networking, and accessing information resources.
Road to MOOCs (MOOCs Platforms & Pedagogy) - SWAYAMThiyagu K
Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale. This presentation slides explains the different MOOCs platforms and its pedagogical practices.
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
The document discusses blended learning, which combines traditional classroom teaching with online learning. It notes that blended learning considers the strengths of both models by incorporating synchronous components like face-to-face classes with asynchronous online components including self-paced learning materials. The document outlines benefits of blended learning like improved accessibility, communication, and cost savings, as well as potential drawbacks like lack of motivation and personal interaction.
The social inquiry model is a teaching model that aims to develop social skills in students. It emphasizes using inquiry and evidence-based discussion to solve problems. The model has 6 phases: orientation of a problem, developing hypotheses, defining terms, exploring evidence, generalizing conclusions. Teachers introduce a social issue and guide students through reflective discussion to state positions, test assumptions, and refine views. The goal is to promote open debate, hypothesis-driven learning, and use of facts to solve issues.
Moodle is a free and open-source learning management system (LMS) that can be used to create online courses with various features for course management, learner management, and content delivery. Some key features of Moodle include modules for assignments, quizzes, forums, choices, surveys, and more. It also includes tools for grading, tracking learner activity, managing files, and integrating calendars and events. Moodle provides advantages like low cost, flexibility, and active learning opportunities through discussion forums and group work. However, it may lack some advanced assessment and content management capabilities available in proprietary LMS solutions.
E content development initiatives in indiaReshmaPonnu2
The document discusses e-content development initiatives in India. It defines e-content as digital content delivered over electronic devices or online. The National Mission on Education through Information and Communication Technology aims to leverage ICT in teaching and learning by building connectivity between institutions and generating high-quality e-content. It seeks to extend computer infrastructure to 18,000 colleges and bridge the digital divide. The UGC-CEC also promotes e-content production through its 22 Educational Multimedia Research Centres.
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
This document proposes the development of a learning management system called Designgyan.com to share study and research materials among design colleges in India. It would provide a centralized platform for students and faculty to upload and access course content like PDFs, presentations, designs and videos. This system aims to save students' time and costs by providing resources otherwise difficult to access. It would encourage collaboration through communication tools like email notifications, discussion boards and blogs. The document outlines requirements, deliverables, advantages and constraints of the proposed system.
This document introduces computer assisted instruction (CAI) through a presentation by Habib Ullah Qamar. It begins with Qamar introducing himself and his background and objectives for the presentation. He then asks if the audience has used computers for learning or teaching. The bulk of the document defines and describes CAI, including the various terms used, how it works, typical features, and types like drill and practice, tutorials, discovery approaches, and problem solving. The advantages of CAI are discussed, such as individualized learning, feedback, and multimedia aids. Limitations include overreliance on multimedia and lack of infrastructure. The presentation concludes by recapping the objectives and inviting questions.
The document summarizes Robert Glaser's basic teaching model from 1962. The model has four main components: (1) instructional objectives that specify what students should learn, (2) entry behavior that identifies students' prior knowledge, (3) instructional procedures that outline how teaching will transform students' knowledge, and (4) performance assessment to evaluate if students achieved the objectives. The model assumes instruction builds on students' existing knowledge and guides them from their initial understanding to the desired learning outcomes through effective teaching methods.
Online and distance learning takes different forms but all aim to enhance the learning experience. A fully online course conducts all instruction online with both synchronous sessions requiring students to log on together and asynchronous activities they complete independently. The flipped classroom model has students learn lessons outside of class then do homework and activities in the classroom. A blended or hybrid course combines some traditional in-person sessions with online learning, replacing about 30% or more of face-to-face time with online work.
This document discusses power, ideology, and curriculum. It introduces curriculum as meaning "to run a course or path" to reach a goal. It then discusses the necessity of curriculum to attain personal and social goals, develop human resources, emphasize learner-centered approaches, and include core subjects like language, math, environmental education, and health education. The document also discusses ideology in terms of character development, spiritual development, and promoting creativity. It examines the socio-cultural context of issues like secularism, democracy, equality, and responding to challenges like globalization and technology. Overall, the document provides an overview of how power, ideology, and socio-cultural factors influence the development of educational curriculum.
This document discusses teacher professional development and how information and communication technologies (ICT) can enhance it. It defines teacher professional development as the professional growth and development of teachers in their role, which occurs over time through increased experience and systematic examination of teaching. It notes that effective professional development is collaborative, treats teachers as active learners engaged in hands-on tasks, and is linked to school reform efforts. The document then discusses how various Web 2.0 tools like blogs, social bookmarking sites, podcasts, and RSS feeds can provide teachers with content and resources to support ongoing professional learning.
1) Techno-pedagogy (TP) refers to electronically mediated teaching that integrates pedagogical principles with the use of technology.
2) Effective TP requires considering the nature of content, context, pedagogical strategies, and appropriate technologies.
3) To be an effective techno-pedagogue, educators must be familiar with various digital tools and platforms for synchronous learning, content creation, assessment, and more. They should also create and share open educational resources.
Aims & objectives of teaching biological scienceBeulahJayarani
The document discusses the aims and objectives of teaching biological science. It begins by defining biology as the study of life and living organisms, including their various structures, functions, growth, evolution and interactions. It then outlines several key objectives of teaching biology, including helping students acquire knowledge of biological facts and principles, develop scientific skills and attitudes, and appreciate the relationships between science, technology and society. Overall, the goals are to encourage curiosity about the natural world and nurture critical thinking skills.
This document discusses curriculum transaction, which involves effectively planning and implementing curriculum contents based on listed aims and objectives, and providing learning experiences for students. It involves clear planning, organization, implementation, review, teamwork, communication, time management, and understanding students. Curriculum transaction is based on factors like social philosophy, national needs, course structure, exams, government, human development theory, and committee recommendations. It requires active contributions from students, teachers, parents, administrators, and writers, and the intended curriculum is transformed through these interactions from its idealized design in actual classrooms.
ICT refers to technologies used for communication and management of information. It includes hardware, software, and various forms of technology used to transmit, store, create, share, and exchange information. ICT has several applications in education by allowing access to information from anywhere, enabling distance learning through tools like video conferencing, and facilitating virtual experiments and simulations. While ICT provides benefits like lifelong learning and access to global teaching resources, it also has disadvantages such as high costs and the potential for students and teachers to focus more on technology than course content. ICT can impact curriculum by allowing it to be more goal-oriented and tailored to individual needs, and helps teachers with lesson planning, networking, and accessing information resources.
Road to MOOCs (MOOCs Platforms & Pedagogy) - SWAYAMThiyagu K
Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale. This presentation slides explains the different MOOCs platforms and its pedagogical practices.
The document discusses the establishment of the Digital Skills Centre pilot projects at the University of Bath. It provides details on 5 pilot projects that have received funding, each involving an academic and student(s) developing a digital media artifact. The goals are to test using students as co-creators, stimulate digital media production, and accredit digital skills through the Bath Award. Examples of digital artifacts that could be developed include videos, animations, apps and augmented reality. The overall aim is to test a working model for technology enhanced learning development involving student partnerships.
Leadership for Engaging Students Digitally: It's not about the Angry Birds!ewilliams65
How can leaders effectively leverage technology for learning? If we have pockets of best practices, how do we scale up? What specific action steps can leaders take to build a shared vision, facilitate professional learning, provide access 24/7/365, and create polices that support rather than undercut technology use? This file includes numerous links to useful resources.
This document discusses the use of information and communication technologies (ICT) and social media in education. It provides an overview of various digital tools that can be used for learning, including Kahoot, Google Forms, Twitter, blogs, QR codes, Padlet, and note-taking apps. Creative Commons licensing is also covered. The document emphasizes how these technologies can support collaboration, content sharing, and new approaches to teaching and assessment.
The document discusses the potential of Web 2.0 tools to transform education by engaging and empowering students in a digital world. It describes various Web 2.0 tools like blogs, wikis, podcasts and social bookmarking that can be used for collaboration and user-generated content. These tools help create a student-centered learning environment that promotes 21st century skills. The document also cautions that online safety, copyright and ethical use must be ensured when using these tools.
The document describes a project to develop an online content sharing system called VEDAM for the International Institute of Professional Studies. Key points:
- The system will allow faculty to share notes, videos and other materials with students online through a user-friendly interface.
- A survey was conducted with students and faculty to analyze needs and interest in such a system. It found that many want better ways to interact and share content outside the classroom.
- The system will allow users to upload, search, download and manage content. Only approved materials will be viewable.
- The project was developed using Python, Django and other tools. It provides advantages like centralized access and organization of materials.
Altc2014 building a culture of flexible online learning one year on - james ...James Little
The document discusses the journey of building an online culture of flexible learning at the University of Leeds. It describes how last year's efforts identified opportunities from departmental, learner, and institutional perspectives. This year, the project aims to identify an effective technological solution, empower educators, and foster collaboration. WordPress was selected as the platform due to its flexibility, community support, and standards compliance. Implementation included setting up a network of sites, selecting plugins, and providing tools for content creation. Examples demonstrate the welcome page, training resources, and community site. Future directions include launching a separate professional development site and exploring badges and links to other systems.
This document discusses using technology-enhanced learning tools like screencasts, podcasts, and digital presentations for teaching. It outlines several learning outcomes related to examining examples of online presentation and considering their benefits and challenges. It then provides examples of how digital presentations can be used, such as for flipped classrooms, explaining concepts, providing feedback, and peer instruction. Finally, it recommends some specific tools for creating digital content and suggests an activity for participants to make a screencast or podcast.
This document discusses the use of Web 2.0 tools to engage and educate students. It describes various Web 2.0 tools like blogs, wikis, podcasts and social bookmarking that can be used in classrooms. These tools encourage collaboration, participation and user-generated content. The document also addresses how students today are digital natives who are motivated by technology and how Web 2.0 can support 21st century learning by promoting higher-order thinking skills.
This document discusses the rise of Web 2.0 and its implications for education. Web 2.0 encourages collaboration, user-generated content and harnessing collective intelligence through tools like blogs, wikis, social bookmarking, photo sharing and video. It emphasizes that today's students are digital natives who expect technology to be integrated into their learning. The document argues that using Web 2.0 can create rich, engaging learning environments that promote student-centered learning and make educators more efficient.
The document summarizes the use of various Web 2.0 technologies for online classroom learning, including wikis, blogs, social networks, podcasting, video sharing, and more. Specific classroom assignments using these tools are described, such as having students collaboratively write a job posting using a wiki or creating individual social networking sites. Both benefits and drawbacks of each tool are outlined from a classroom perspective.
Redefinindo a Experiência de Educação com Vídeo, por Dr Shay DavidDesafios da Educação
Fórum de Lideranças: Desafios da Educação
Palestra: Redefinindo a Experiência de Educação com Vídeo
Palestrante: Dr. Shay David
O evento foi realizado no dia 06 de agosto de 2014, no Insper, em São Paulo. A iniciativa Desafios da Educação é organizada pelo Grupo A Educação e pela Blackboard Brasil.
The document discusses how Web 2.0 tools can be used to engage, empower and educate students for life in a digital world. It defines Web 2.0, outlines various tools like blogs, wikis and social bookmarking, and how they promote student-centered learning and collaboration. It also addresses how these tools create a richer learning environment for digital natives and the need for teacher professional development on their use.
The Digital Footprint MOOC: A Free online course and resources encouraging cr...Nicola Osborne
Presentation on the University of Edinburgh Digital Footprint MOOC (#dfmooc), given by Nicola Osborne (Digital Education Manager, EDINA), at the Scottish Government and SLIC Digital and Information Literacy event, November 2017
Managing New Technologies: The Challenge Of Web 2.0lisbk
Slides for a workshop session on \"Managing New Technologies: The Challenge Of Web 2.0\" given at the Umbrella 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/umbrella-2007/
The Digital Tattoo Project aims to help students manage their online identities through various resources and education. It established in 2008 at UBC to increase awareness of digital citizenship and how to positively shape one's digital identity over time. The project uses a website, blog, wiki, videos and workshops to discuss topics like protecting oneself online, connecting responsibly with others, learning about online risks and opportunities, using the internet for work or publishing purposes. Its goal is to promote self-reflection on managing one's highly visible digital tattoo, or online presence, now and in the future.
The Digital Tattoo Project at UBC aims to help students manage their online identities through various resources. It established in 2008 to increase awareness of digital citizenship and how personal actions online can impact opportunities. The project uses a website, blog, wiki, videos and workshops to educate students on topics like protecting themselves, connecting responsibly, learning about online issues, using the internet for work, and publishing content. The goal is to assist students in creating positive digital identities and making thoughtful online decisions.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unlocking the Power of Bloom's Digital Taxonomy in Education
In this presentation, we dive deep into the fascinating world of Bloom's Digital Taxonomy and its significance in modern education.
🌐 The digital age has transformed the way we learn, and it's essential to adapt our teaching methods accordingly. Join us as we explore:
🔍 Traditional Bloom's Taxonomy: We'll start by revisiting the foundational concepts of Bloom's Taxonomy and its hierarchy of cognitive skills.
💡 The Need for Digital Bloom's Taxonomy: Discover the challenges and opportunities posed by digital learning and why updating Bloom's Taxonomy is crucial.
🔄 The Revised Bloom's Digital Taxonomy: Get an in-depth look at the revised model designed specifically for the digital era. We'll break down each cognitive process and its application in the digital context.
📱 Practical Examples: Explore real-world examples of how educators and learners can leverage Bloom's Digital Taxonomy to enhance digital learning experiences.
🚀 Benefits and Impact: Learn about the tangible benefits of implementing this approach, from increased engagement to improved critical thinking skills.
Whether you're an educator, student, or simply curious about the future of education, this video is packed with insights and inspiration to help you embrace the exciting possibilities of Bloom's Digital Taxonomy. Don't forget to like, share, and subscribe for more educational content! 🎓🌟
#Education #BloomsDigitalTaxonomy #DigitalLearning #TeachingInnovation
Artificial Intelligence (AI) in Education.pdfThiyagu K
Artificial intelligence (AI) is rapidly transforming the education industry. AI-powered tools and applications are being used to personalize learning, provide real-time feedback, and automate tasks, freeing up teachers to focus on more creative and strategic work. This presentation explores the many ways that AI is being used in education today, and how it is poised to revolutionize the way we learn and teach.
This presentation is intended for anyone interested in learning more about the role of AI in education. The target audience includes educators, students, parents, policymakers, and anyone else who is curious about how AI is changing the way we learn.
Classroom of the Future: 7 Most Powerful Shifts .pdfThiyagu K
This is the slide presentation highlight the Classroom of the Future: 7 Most Powerful Shifts. Specially this slides explains the shiftfrom Today’s Learning to Tomorrow’s Learning.
Looking to improve your PowerPoint game? Then this presentation is for you! In this PPT, we'll share some valuable PowerPoint presentation tips to help you create engaging and effective presentations.
We'll cover everything from choosing the right fonts and colors to using images and videos to make your slides more dynamic. You'll also learn how to structure your presentation and create a flow that keeps your audience engaged from beginning to end.
Additionally, we'll provide some tips for how to rehearse and practice your presentation, as well as how to effectively deliver it to your audience. Whether you're a student, business professional, or just looking to improve your presentation skills, this video has something for everyone.
So, if you want to take your PowerPoint presentations to the next level, be sure to watch this ppt and start implementing these tips today!
Chat GPT is an advanced language model that has revolutionized the field of education. This cutting-edge technology is transforming the way students learn and interact with the world around them. With Chat GPT, students can now have access to personalized learning experiences, instant feedback, and a wealth of knowledge that was once unimaginable.
This SlideShare presentation will explore the various ways Chat GPT is changing the face of education. From intelligent tutoring systems to virtual assistants, this technology is creating a new era of learning that is more personalized, efficient, and engaging than ever before. We'll look at some real-world examples of how Chat GPT is being used in education today, and how it is transforming the classroom experience for both students and teachers.
The presentation will also delve into some of the potential benefits and challenges of using Chat GPT in education. We'll discuss how this technology can help bridge the learning gap for students with disabilities or learning difficulties, and how it can make education more accessible to students in remote or underserved areas.
Finally, the presentation will provide some practical tips and advice for educators who want to incorporate Chat GPT into their teaching practice. From choosing the right technology to developing effective lesson plans, we'll cover everything you need to know to get started with this game-changing tool.
Whether you're a teacher, a student, or simply interested in the future of education, this SlideShare presentation is for you. Join us as we explore the world of Chat GPT and discover how this technology is transforming education for the better.
This document provides an overview of Chat GPT, an AI tool launched in November 2022 by OpenAI. It discusses that Chat GPT allows for conversational dialogues and aims to give accurate answers while admitting mistakes. The document notes that Chat GPT was trained on huge amounts of online text data to generate human-like responses. Potential uses of Chat GPT discussed include powering virtual customer service agents, personal assistants, social media moderation, and improving machine translation.
Unit 8 - ICT NET Materials (UGC NET Paper I).pdfThiyagu K
This document provides information on ICT terminology, abbreviations, and concepts relevant to the UGC NET exam. It begins with a list of common computer and internet abbreviations. It then defines key terms like LAN, MAN, WAN and provides email basics such as email headers and components. It discusses video conferencing technologies and providers. It concludes with an overview of major digital initiatives in Indian higher education such as SWAYAM, Swayam Prabha, the National Digital Library, National Academic Depository, and e-Shodh Sindhu.
Unit 10 - Higher Education System (UGC NET Paper I).pdfThiyagu K
The document discusses several apex educational bodies in India that govern different aspects of the education system. These include the National Assessment and Accreditation Council (NAAC) and National Board of Accreditation (NBA) which oversee accreditation of higher education institutions. Other bodies mentioned are the University Grants Commission (UGC), National Council of Educational Research and Training (NCERT), Central Board of Secondary Education (CBSE), and National Institute of Open Schooling (NIOS). The document also provides a brief overview of the roles and functions of these various educational bodies in India.
Unit 10 - Higher Education System UGC NET Paper I.pdfThiyagu K
This document provides an overview of the higher education system in ancient and modern India. It discusses some of the major institutions and centers of learning in ancient India like Takshashila, Nalanda, Valabhi, and Vikramshila. It then summarizes the evolution of higher education in post-independence India, highlighting influential commissions like the Radhakrishnan Commission, Mudaliar Commission, Kothari Commission, and Ramamurthy Review Committee that shaped policies and reforms. The document covers topics ranging from the gurukul system of education to modern universities and examines the philosophies, curriculums, and structures of higher learning institutions throughout Indian history.
Unit 2- Research Aptitude (UGC NET Paper I)Thiyagu K
The document discusses research aptitude and provides information on various aspects of research such as meaning of research, research objectives, characteristics of research, types of research, research methodology, application of ICT in research, and research ethics. It defines research as a systematic process of discovering new facts or testing known ideas. The key characteristics of research discussed are objectivity, reliability, validity, accuracy, credibility, generalizability, being empirical, systematic, and replicable. The document outlines different types of research such as fundamental vs applied research and qualitative vs quantitative research. It also discusses various steps involved in research such as selecting the research problem, literature review, data collection and analysis, and reaching conclusions.
Get Success with the Latest UiPath UIPATH-ADPV1 Exam Dumps (V11.02) 2024yarusun
Are you worried about your preparation for the UiPath Power Platform Functional Consultant Certification Exam? You can come to DumpsBase to download the latest UiPath UIPATH-ADPV1 exam dumps (V11.02) to evaluate your preparation for the UIPATH-ADPV1 exam with the PDF format and testing engine software. The latest UiPath UIPATH-ADPV1 exam questions and answers go over every subject on the exam so you can easily understand them. You won't need to worry about passing the UIPATH-ADPV1 exam if you master all of these UiPath UIPATH-ADPV1 dumps (V11.02) of DumpsBase. #UIPATH-ADPV1 Dumps #UIPATH-ADPV1 #UIPATH-ADPV1 Exam Dumps
Decolonizing Universal Design for LearningFrederic Fovet
UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Michael Stevenson EHF Slides June 28th 2024 Shared.pptxEduSkills OECD
Michael Stevenson presents at the webinar 'Will AI in education help students live fulfilling lives?' on 28 June 2024 - https://oecdedutoday.com/oecd-education-webinars/
Environmental science 1.What is environmental science and components of envir...Deepika
Environmental science for Degree ,Engineering and pharmacy background.you can learn about multidisciplinary of nature and Natural resources with notes, examples and studies.
1.What is environmental science and components of environmental science
2. Explain about multidisciplinary of nature.
3. Explain about natural resources and its types
To study Earth’s magnetic field using a compass, natal bar magnet wire plotti...ajitkumarmatia8
Let me explain. To study Earth’s magnetic field, you can use a compass needle, a bar magnet, and a tangent galvanometer. Here are the steps:
Bar Magnet Placement:
Place the bar magnet in the middle of a large piece of paper.
Mark the outline of the magnet and indicate its poles.
Plotting Compass:
Use a plotting compass (a small compass with a freely rotating needle).
Position the compass near one pole of the bar magnet.
Mark where the compass needle points.
Moving the Compass:
Move the compass so that the back of the compass aligns with the previous mark.
Mark where the needle points again.
Repeat this process until the compass reaches the magnet’s other pole or the edge of the paper.
Drawing Field Lines:
Connect the marked points with a smooth curve.
Add an arrow to show the direction of the magnetic field.
Repeat the process from different starting points around the magnet to draw more field lines.
Tangent Galvanometer:
A tangent galvanometer measures the strength of the magnetic field.
It uses the tangent of the angle between the compass needle and the magnetic field direction.
Remember, magnetic field lines never cross, go from north to south, are continuous, and are closer where the field is stronger. Have fun with your project THANK YOU..
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
UGC CARE LIST OF JOURNALS 2024: UNLOCKING ACADEMIC EXCELLENCEaimlayresearch2
The UGC CARE initiative was launched to promote academic integrity and great studies guides. It aims to pick out and keep a comprehensive listing of credible journals across a diverse range of subjects. The UGC CARE listing is up to date often to encompass excellent journals while removing those who fail to fulfill the set requirements
2. • Startup
• Digital Literacy Pyramid
• Digital Teaching Model
• Bloom’s Digital Taxonomy
• Digi Tech
• Effective Digital Learning
• Final Remarks
CC-BY-NC-SA 2
8. Digital Literacy Development Pyramid – Curriculum Context
8
Identity:
Attributes
Situated
Practices
Functional Skill
Access
I am ……..
I do ……..
I can ……..
I have ….
CC-BY-NC-SA
11. Home
Class
Instructors assign
lecture videos, as well
as any other video or
reading related to the
day's subject
Class time is then
devoted to discussion,
debating, and
exploration of the
subject.
Discussion-Oriented Inverted Classroom Model
CC-BY-NC-SA 11
13. Class
Watch Lecture Videos
in Class
Allowing them to review
materials at their
Own Pace
Teacher offer individual
support each young learner
needs.
Faux- Inverted
Classroom Model
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16. Phase IV : Evaluation Phase
Analysis of Model– Expert Opinion
Phase III : Implementation / Transaction Phase
Platform for Transaction
Modular Transaction
Strategies
Phase II : Developmental Phase
E-modules
Lesson Plan
Template
Instructional
Strategies
Phase I : Identification Phase
Online Model Content Modular Elements
Instructional Strategies
Selection of Contents
Unit 1 Unit 4
Unit 2 Unit 3
Development of E-Modules
Home : e-video, e-text, PPT & e-references
Class : Discussion, Debate, Chat & Quiz
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18. Source:
Jason Johnston – Instructional
Designer www.higherelearning.com
College of Social Work – University
of Kentucky https://socialwork.uky.edu
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19. Source:
Jason Johnston – Instructional
Designer www.higherelearning.com
College of Social Work – University
of Kentucky https://socialwork.uky.edu
CC-BY-NC-SA 19
20. Source:
Jason Johnston – Instructional
Designer www.higherelearning.com
College of Social Work – University
of Kentucky https://socialwork.uky.edu
CC-BY-NC-SA 20
21. Source:
Jason Johnston – Instructional
Designer www.higherelearning.com
College of Social Work – University
of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 21
22. Source:
Jason Johnston – Instructional
Designer www.higherelearning.com
College of Social Work – University
of Kentucky https://socialwork.uky.edu
CC-BY-NC-SA 22
23. Source:
Jason Johnston – Instructional
Designer www.higherelearning.com
College of Social Work – University
of Kentucky https://socialwork.uky.edu
CC-BY-NC-SA 23
24. Source:
Jason Johnston – Instructional
Designer www.higherelearning.com
College of Social Work – University
of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 24
25. Source:
Jason Johnston – Instructional
Designer www.higherelearning.com
College of Social Work – University
of Kentucky https://socialwork.uky.edu
CC-BY-NC-SA 25
34. Telecourse/Datacast
Telecourses are highly produced
videotaped course segments
broadcast at scheduled times by
television stations (public TV and
others) or local cable access
channels.
Datacasting is the transmission
of text, graphics, video, audio
and other media over the
airwaves along with the
digital television signal.
Datacast course materials can
be downloaded to a computer
or viewed on a television.
It is Programme of
teaching delivered through
the medium of television
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35. Audioconference
An audioconference connects instructors and
students using standard telephone lines for
real-time discussion.
Course times are scheduled and can
include the entire class or small groups.
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36. Webconference
Webconference combines the use of a Web Browser
for visuals and an audioconference for discussion.
Students and instructors communicate and
collaborate in real-time.
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37. Webcast
A webcast captures and records audio, video, slides and other types of digital data,
then synchronizes it as a single streamed media presentation.
The course is either viewed live over the Internet or linked to later. Instructors can interact
with students by various means: email, chat, scheduled audioconferences, or other methods.
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48. Delivery of Content
▪Small Modular Approach
▪Interactivity/richness of content
▪Availability within VLE
Post Existing Lecture
Slides on VLE
Produce High Definition
Video Content
HTML documents:
Clear Text
easy-to-read
Interactivity Material
Hyperlinks
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50. Interaction
• Synchronicity
• Richness of interaction
(video, audio, text...)
• Provide a stimulus: discussion
question, case study etc.
• Provide clear expectation of
contribution: time, length, style etc
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52. Independent Learning
▪ E-portfolio / Blogs / Wiki
▪ Personal Learning Blogs: Private
(only visible to individual student
and tutors)
Benefits:
• Monitoring of progress
• Option for feedback
• Student record of learning
• Incentive to complete
individual exercises
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54. Assessment and Feedback
• Continuous assessment element in
each module (10-20%).
• Badges
• Leaderboard
• All coursework, no exams.
• Pre-submission feedback
available.
• All feedback provided
electronically using Turnitin Grade
mark
• Automatic feedback mechanism
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56. Student Support
• Personal tutor sessions (Skype or
telephone).
• Encourage informal feedback
• Staff available during office hours via
Skype or telephone.
• Act as guides through University
central services and support structure.
• AI Tutor
• E-Advise {enquiry onwards}...
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57. VLE Single user
log-in
Secure –
Restricted access
Variety of
Learning tools
Reporting
Functionality
User Friendly
Platform
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76. Acknowledgement Google / Pixabay
Slideshare – Contributors
Web site / apps - creators
References’ – Authors
MS office PowerPoint
My Teachers
My Students
My Colleagues
Organizing committee
All Participants
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