The document outlines an intermediate induction program for an e-learning project, including introductions, mentor training, using learning repositories, and workshop dates. It provides an overview of the program planning process and requirements such as draft delivery templates. Potential delivery strategies, tools, and a communication model are also presented.
The document provides an agenda and overview for an induction day for a beginner eLearning mentoring group program. The agenda includes getting to know the program structure, tools used like Moodle and Elluminate, eLearning design techniques, and an introduction to the mentoring streams and support provided. The beginner stream is designed for those new to eLearning and provides mentoring and resources as participants design, develop and implement a trial eLearning project.
This document provides guidance and tips for tutors on integrating e-learning and instructional technology (ILT) into their teaching. It encourages tutors to adopt digital technologies like online learning communities, social media, and mobile devices to facilitate collaboration, support students outside of class, and track learner progress. Specific tools are demonstrated like PowerPoint, Prezi, polling apps, Google Docs, and learning management systems to enhance lessons with interactivity, multimedia, and opportunities for peer learning and assessment. Tutors are advised to receive training on the college's e-learning resources and systems like Moodle and e-Tracker to fully utilize digital technologies for teaching and learner support.
A Blended Approach to Discovery Theme Module DevelopmentJames Little
This document discusses the development of a new blended learning Discovery Theme module at the University of Leeds. It summarizes that Discovery Theme modules allow students to explore subjects outside their major, but designing a new module required considering how to provide a rich experience while fitting students' schedules. The module was developed using lessons from MOOCs and a blended approach utilizing the VLE and face-to-face seminars. The final module incorporated design elements like video case studies and interactive activities to promote engagement with the material.
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
The document discusses various methods for developing e-learning content and programs, including developing bespoke content, purchasing generic content, and using informal learning resources. It also discusses different approaches to e-learning such as passive learning using slabs of text versus more active and engaging approaches that incorporate multimedia, activities, and industry knowledge. Rapid e-learning tools are mentioned as a way to flexibly develop content quickly without requiring programming expertise.
Electronic Workbook_Tech Integration IBJason Graham
This document provides guidance on integrating technology into workshops and classrooms while modeling good digital citizenship. It discusses why technology should be used to enhance learning rather than as an end in itself. Tools for collaboration, connection and reflection are presented, including social networks, wikis, blogs and Google Apps. Strategies like using QR codes and data visualization are described. The importance of issues like copyright, creative commons licensing and ISTE standards is covered to ensure responsible and ethical use of technology.
Ins and Outs of ePortfolio Implementation at Radboud UniversityD2L Barry
Ins and outs of ePortfolio implementation at Radboud University – Bea Edlinger, Educational Advisor at Radboud University
Presentation at 2018 D2L London Connection
The document discusses various methods for developing e-learning content and delivery, including developing bespoke content, purchasing generic content, and using informal learning resources. It also discusses passive vs. active learning approaches and recommends engaging learners through activities rather than just presenting content. Rapid e-learning tools that allow flexible, quick content development without programming are also mentioned. The document provides tips for integrating different media like audio, pictures, video and using activities to drive instructional design rather than just presenting content.
This document provides information about an eLearning induction program for RTO staff. It discusses blended learning models including face-to-face, self-paced, and online facilitated learning. Examples are given for different assessment methods that can be used for each model. The document also discusses trends in eAssessment, including using mobile devices to capture evidence through video, audio, images and QR codes. Staff are encouraged to think about how they can apply blended learning approaches to their own courses and which model may work best for their RTO.
This document summarizes and rates 8 different technology tools that the author explored in their technology course. The tools included Moodle (rated 5/5), Firefox (rated 5/5), Google Apps (rated 5/5), LiveBinders (rated 4/5), Oovoo (rated 3.5/5), Voki (rated 4/5), SlideRocket (rated 3.5/5), and Wix (rated 5/5). For each tool, the author provided a brief description of the tool's features and their experience using it. Overall, the author found the tools introduced them to many useful classroom and personal technologies and helped them become a more efficient technology user.
The document summarizes various online tools that can be used for teaching. It describes the purpose and key features of tools for social networking, organization, file storage, presenting ideas, creating multimedia content, communicating with students, building websites, mapping ideas, and sharing files. Popular tools mentioned include Edmodo, Evernote, Dropbox, Google Apps, Remind101, Weebly, VoiceThread, and SlideShare.
Digital skills and methods for distance and hybrid learningMatleena Laakso
This document provides an overview of a workshop on digital skills and methods for distance and hybrid learning. It introduces the presenter, Matleena Laakso, and outlines the agenda which includes getting to know each other, online meeting tools, creating online content for students using tools like Adobe Creative Cloud Express and ThingLink, and a reflection on learning. The document models good practices for online education through its use of images, polls, and opportunities for interaction.
This document provides an overview of topics and considerations for preparing to teach online, including pre-workshop preparation, instructor background, moving course content online, facilitating online discussions, online assessment options, and the differences between synchronous and asynchronous teaching. Key areas covered are managing student expectations in the online environment, communication policies, chunking content, creating an accessible online syllabus, recording microlectures, facilitating discussions, providing feedback, and using tools to enable interactive and collaborative learning experiences.
7 Ways to Use the Not Release Conditions - Updated May 2018D2L Barry
Seven Ways to Use the "Not" Release Conditions to Impact Teaching & Learning
The wait is over for the long awaited "Not" release conditions in the Brightspace Learning Environment (LE). With the February 2016 update to the LE, you are now able to set release conditions for situations where students have not done something. In this session we will consider effective uses of these release conditions in various LE tools to encourage student behavior that will increase their likelihood of success in the course.
Presented and updated in May 2018 at the European Lunch & Learn sessions.
The document discusses e-content development for effective learning. It begins by defining synchronous and asynchronous learning and describes virtual classrooms and adaptive learning. It then discusses various tools for creating, editing, and publishing multimedia content like graphics, audio, video, and more. Authoring tools are presented for developing e-learning content like Adobe Captivate, Articulate Storyline, and iSpring Suite. Learning management systems (LMS) are introduced for administering, tracking, and delivering online courses. Popular open-source LMS like Moodle, Canvas, and Open edX are highlighted. The document concludes by emphasizing engagement and personalization when developing online courses.
The progression in the past decade of blogs from personal web journals to a platform for established professionals, corporations and writers has also created opportunities for education. This session looks at the use of blogs with graduate students at NJIT over the past two years as a method for regular student reflection on learning. Using either free services or commercial products, blogs offer the easiest method for students to publish online to a large audience without sophisticated web design skills. This allows them to focus on specific topics and on their knowledge construction. Built-in feedback tools allow teacher-to-student and peer-to-peer commentary. Though blogs can serve as e-portfolios, this project focused on writing concepts, publishing practices, intellectual property and digital design as a learning portfolio. This project will be incorporated into program competencies for students as reflective practitioners in addition to an established e-portfolio program.
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
Acpet eLearning Program 2013 Webinar 4 - Facilitating WebinarsYum Studio
This document summarizes an online facilitation session that covered:
1) The use of webinars and online discussions for blended learning, including examples like group projects, Q&As with experts, and peer review of work.
2) Tools for online facilitation like virtual classrooms, video conferencing, and platforms like Google Hangouts.
3) Challenges of online facilitation like engaging learners and preparing content, and tips for running webinars like allowing time for lag and using questions to refocus.
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
This document provides an overview of a workshop on building eAssessment. The workshop agenda includes defining e-assessment, facilitating webinar and discussion forum-based assessments, group work projects, tools for mobile evidence capture and student productivity. It discusses principles for developing self-paced assessment tasks. The document outlines various e-assessment methods like quizzes, webinars, mobile evidence, discussion forums, and trends in areas like simulation, questioning and placement reporting. It provides examples of using these methods and addresses issues around identity, cheating and skills assessment in an online environment.
Building Online Community, Interaction, Collaboration, and Engagement through...maritezita
This document discusses using instructional videos, Facebook, and VoiceThread to build online community and engagement. It provides examples of how each tool can be used, such as creating a Facebook group for announcements and discussions, producing different types of instructional videos (e.g. screencasts, PowerPoint narrations, webcams), and setting up VoiceThreads for activities like introductions and discussions. Tips are provided for setting up and using each tool effectively in educational settings. The document encourages participants to try out the activities on the instructor's website and Facebook group.
This document discusses several web 2.0 tools for teaching and learning including Google Wave, Live Question Tool, TextMeLater, Zotero, and YouTube/EDU. It provides overviews of the features and uses of each tool, including fostering collaboration, engaging students, creating surveys/forms, managing references, and sharing videos. The document encourages exploring these tools to enhance teaching with technology and collaborative learning.
Top technological tools for English language teaching and learningSaima Abedi
This webinar aims to emphasize the impact of top technology tools that strengthen learners’ engagement and facilitate entry-level-tech teachers. It will highlight the learning strategies that developed a suitable context for instruction through the incorporation of technological tools.
This document lists and briefly describes 40 different Web 2.0 tools that can be used in the classroom. The tools are organized into categories including annotation & note taking, writing & blogging, brainstorming & mind mapping, collaboration, communication, course management, creativity, curating, feedback, presentation, productivity, questioning, screencasts, and timelines. Many of the tools listed are free to use and available across different devices.
Learning Development in the Open using FOSS - eLA 2014Brenda Mallinson
This document outlines a workshop on moving from course design to development using free and open source software (FOSS). The workshop aims to help participants maximize the functionality of their virtual learning environment, adopt a systematic approach to online course development, and facilitate decision making on educational software needs. It includes sessions on exploring FOSS categories and purposes, assessing current FOSS use at institutions, designing landing pages and layering in a learning management system, and developing an activity using a FOSS tool. The document emphasizes building capacity for sustainable FOSS use through collaboration and administrative support.
This document discusses continuing professional development (CPD) and the potential of digital technologies to support it. It defines CPD as the development of professional skills through structured learning that improves teacher knowledge and practices. The document outlines different types of CPD activities and discusses tools that can support various CPD activities, including presentation, communication, collaboration, brainstorming, reflection, feedback, assessment, and file sharing tools. It emphasizes the need for rigorous learning design approaches when using digital technologies for CPD and implementing innovative pedagogies.
In this session, our presentation will focus on the types of technologies we use to deliver content and curriculum in the asynchronous online environment. We will discuss how we use a variety of technological applications such as web conferencing tools, a learning management system, blogs, wikis and other web 2.0 applications to achieve learning goals and objectives in our workshops and courses.
Creating Open Educational Resources with no technical skills and newSarah George
The document discusses the creation of open educational resources (OERs) with limited technical skills and funding. It describes the author's experience developing three plagiarism awareness programs for students - the initial program reused existing resources which was quick but had limitations, subsequent programs required adapting existing materials or creating new content to better fit institutional needs. The author discusses technical challenges encountered with different software programs and formats. Overall, the document provides guidance on developing OERs with constraints, emphasizing reuse and adaptation of existing materials before creating new content from scratch.
This document summarizes a presentation on harnessing new media for learning, teaching, and research. It discusses the characteristics of new technologies and their implications. Some key points are: (1) Learners are immersed in technology and prefer task-oriented and social learning approaches. (2) New media can be used to reach more learners effectively and impact business models and digital literacies. (3) Technologies should be mapped to pedagogies, like using blogs for reflection or forums for dialogue. (4) Learning design approaches make implicit designs explicit and encourage sharing. Activities in the presentation model mapping pedagogies to technologies and designing learning resources.
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided.
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided. The document concludes by mentioning additional VLE tools and components.
The Accidental Instruction Librarian (December 2014)Kelly Woodside
This document outlines a workshop on instructional design for library staff. It introduces the ADDIE model of instructional design, which includes analyzing needs, designing content and outcomes, developing materials, implementing instruction, and evaluating results. The workshop covers how to analyze learners and goals, design meaningful learning outcomes, select appropriate formats and technologies, develop and implement the instruction, and evaluate its effectiveness. Participants work in groups to draft a proposal for a library instruction program.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
The document discusses using information and communication technology (ICT) to enhance language learning and raise standards. It provides examples of tools like PowerPoint, Audacity, YouTube, and social media that can be used for lessons, developing students' skills, and sharing best practices. Barriers to using ICT like facilities, staff confidence, and time are also addressed, along with strategies for assessing ICT use and promoting creativity.
This document provides an overview of an interactive professional development session on flipping instruction to increase engagement during class. The session introduces the concept of flipped instruction and its benefits for fostering student collaboration and engagement. Attendees learn about easy first steps to get started with flipped instruction, including using polls, quizzes, videos, and presentation tools to move lectures outside of class time and open up more active learning activities during face-to-face meetings. Resources and tools that can be used to implement flipped strategies are demonstrated.
This document provides information about an e-learning presentation session taking place on July 4th. It outlines that there will be a 15 minute presentation slot for each of the 8 students listed, with a 5 minute turnover period in between each. It also mentions that feedback will be collected via a Google form. Finally, it indicates that the facilitation session and journals are due on specific dates in July as part of Assessment 3.
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
This document discusses embedding and manipulating third party content in Moodle courses. It provides examples of embedding content from YouTube, Slideshare, Scribd and other sites using iframe tags or embed codes. The document also covers multimedia plugins, file formats, and settings for embedding content in Moodle.
Social media tools for training: Facebook and Google+ Yum Studio
The document discusses using social media tools like Facebook and Google+ for training purposes. It provides an overview of setting up accounts and pages on these platforms and using groups and communities to connect with learners, engage them in discussions, and share content and resources. The document also discusses measuring performance on Facebook, creating different types of posts, and using tools on both platforms for training activities, knowledge building, and facilitating online learning events.
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
This document discusses using Moodle's Lesson tool to create rapid eLearning content. It describes features of the Lesson tool like adding content, assessments, branching, and multimedia. It provides examples of content types like demonstrations, scenarios, and knowledge checks. It also discusses storyboarding, planning lessons, and using narratives and characters to engage learners. The document recommends developing a simple practice activity using choices, quizzes, or content modules in the Lesson tool.
CCA eLearning Presentation 3 Create and edit Video on your smart phone and Ta...Yum Studio
This document discusses using video in training. Some key points covered include:
- Video is good for demonstrations, illustrations, and showing concepts and examples. It can be supported by text, images, descriptions, etc.
- The cost of video production has decreased significantly over time.
- Learners can create their own videos which enhances interaction and personalization compared to just viewing others' videos.
- Short videos can replace lengthy text for explaining detailed processes.
- Videos can be used for scenarios, case studies, interviews, demonstrations, and enhancing active learning through quizzes and problem solving examples.
- Video promotes identification with job roles and supports visual and reflective learners.
CCA eLearning Presentation 2 How to use social media for marketing and networ...Yum Studio
This document provides an overview of how to use social media for marketing and networking. It discusses popular social media platforms like Facebook, Twitter, LinkedIn, YouTube and their features. It also describes how to use these platforms for networking, marketing a business, training and creating online communities. Specific tips are provided on setting up profiles, pages and groups, engaging audiences, blended learning approaches, online facilitation, measurements and policies.
Learn Local Moodle Webinar #3 - Course formating ideasYum Studio
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.
Moodle Series #2 - Learn Local - Administering your Moodle CourseYum Studio
This document provides an overview of learner management systems and Moodle plugins. It discusses setting up courses and user accounts, managing cohorts, exploring and configuring plugins, and using filters. The presenter demonstrates adding categories and courses, uploading users via CSV files, and managing multimedia plugins and embedded media. Settings for passwords, backups, and filters are also overviewed. The goal is to help users understand common Moodle functions and customize their installation using various plugins and settings.
This document contains information and instructions for participants in the ACPET eLearning mentor program. It discusses presenting showcase presentations on their experiences in the program, including what attracted them to the program, how eLearning has helped achieve their goals, lessons learned, and plans for 2014. It provides topics and suggestions for the presentations, such as discussing the eLearning courses developed and trials conducted, and reflections on the program's impact and opportunities to further embed flexible learning.
ACPET ementor program - Webinar 6: RTO Project UpdateYum Studio
The document appears to be notes from an online mentor program session that included the following:
- A welcome and project updates
- A poll asking participants about the main issue with e-learning at their registered training organization
- A poll asking what participants wanted to work on in the next session
- Information about an upcoming state e-learning conference
- Details for the next session including date, time and location
Michael Gwyther presented on online facilitation techniques for live webinars. Some key points:
1) Webinars can be used for online workshops, tutorials, lectures, software demonstrations, and to bring in industry experts or have learners present their work.
2) When facilitating webinars, presenters should limit lectures to 7 minutes and include participant activities to keep learners engaged.
3) Common challenges for webinar facilitators include monitoring participation, starting on time, handling questions, and getting learners to work together remotely. Activities and assessments can help address these.
4) Preparing for webinars requires practicing, having backup plans, engaging learners before and
The document provides an overview and introduction to an online induction program for an e-mentor program in 2013. It includes information about project timelines and associated programs, introduces the e-mentors and their contact information, discusses the mentoring commitments and development of an e-learning plan, and lists the dates for upcoming face-to-face workshops. Participants are asked to introduce themselves and provide details about their desired project and experience.
Session 5 - Evaluation and Useability for elearningYum Studio
This document provides an agenda and discussion topics for an online mentor program session. The session covers learner evaluation, usability testing, updating a showcase presentation, and converging or sharing experiences at an e-learning conference. Participants discuss evaluating learners and resources through surveys, testing the usability of online tools and content, and continuously improving online programs based on feedback. The document guides an interactive discussion among mentors on delivering, supporting, and improving online learning programs.
The document discusses how to navigate and use various features of an Android tablet interface, including how to access apps, manage tasks, adjust settings, perform internet searches, and find and save files. It specifically provides instructions for opening the My Files app to view folders and create a new folder named "Michael" on the SD card to save documents to stay organized.
Odoo 17 Events - Attendees List ScanningCeline George
Use the attendee list QR codes to register attendees quickly. Each attendee will have a QR code, which we can easily scan to register for an event. You will get the attendee list from the “Attendees” menu under “Reporting” menu.
How to Manage Shipping Connectors & Shipping Methods in Odoo 17Celine George
Odoo 17 ERP system enables management and storage of various delivery methods for different customers. Timely, undamaged delivery at fair shipping rates leaves a positive impression on clients.
View Inheritance in Odoo 17 - Odoo 17 SlidesCeline George
Odoo is a customizable ERP software. In odoo we can do different customizations on functionalities or appearance. There are different view types in odoo like form, tree, kanban and search. It is also possible to change an existing view in odoo; it is called view inheritance. This slide will show how to inherit an existing view in Odoo 17.
How to Manage Access Rights & User Types in Odoo 17Celine George
In Odoo, who have access to the database they are called users. There are different types of users in odoo and they have different accesses into the database. Access rights are permissions that can be set for the individual or group of users. This slide will show How to Manage Access Rights & User Types in Odoo 17.
Postal Advocate manages the mailing and shipping spends for some of the largest organizations in North America. At this session, we discussed the USPS® July 2024 rate change. Postal Advocate shared all the important information you need to know for this coming rate change that goes into effect on Sunday, July 14, 2024.
We Covered:
-What rates are changing
-How this impacts you
-What you need to do
-Savings tips
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : VIEW
Sub-Topic :
View Definition, Advantages and disadvantages, View Creation Syntax, View creation based on single table, view creation based on multiple table, Deleting View and View the definition of view
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
Previous Slides Link:
1. Data Integrity, Index, TAble Creation and maintenance https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
2. Sequences : https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...Alvaro Barbosa
In this talk we will review recent research work carried out at the University of Saint Joseph and its partners in Macao. The focus of this research is in application of Artificial Intelligence and neuro sensing technology in the development of new ways to engage with brands and consumers from a business and design perspective. In addition we will review how these technologies impact resilience and how the University benchmarks these results against global standards in Sustainable Development.
11. Post harvest quality, Quality criteria and Judgement.pptx
Digital Tools - What's out there?
1. Digital e-learning tools: what's out there?Digital e-learning tools: what's out there?
February 18February 18thth
20152015
2. ACPET - Vic Government
e-learning Program 2011
Thanks to
ACPET now only
Kryptonite can
stop me and my
RTO!!!!
Thanks to
ACPET now only
Kryptonite can
stop me and my
RTO!!!!
3. Agenda
• Tools to create self paced learning content, create and
share audio and video and Interactive PDF’s and
PowerPoint’s
• Communicating with learners online using discussion
forums and webinars.
• Free Web 2 & Mobile tools to enable quick content
development and to encourage learners to respond to
assessment tasks using video, audio, images and text.
• Emerging trends
(flipped classroom, augmented reality and
gamification.)
12. 70:20:10
70% of learning comes from
on-the-job experiences
20% comes from people such
as mentors, managers and
peers
10% comes from formal
courses and reading.
22. Blogging - WordPress
Self Hosted on a domain you buySelf Hosted on a domain you buy
Downloaded from wordpress.org & installed on your domainDownloaded from wordpress.org & installed on your domain
Hosted by wordpress.comHosted by wordpress.com
34. Content V Facilitation
Learning by
creating
resources with
other learners
Discussion based
activities
(problems, what
ifs etc.)
Learners build
content
(glossary,
databases,
blogs)
3rd
party social
media tools to
support
Learning by
creating
resources with
other learners
Discussion based
activities
(problems, what
ifs etc.)
Learners build
content
(glossary,
databases,
blogs)
3rd
party social
media tools to
support
CONTENT DRIVEN COURSE
Learning by
engaging with
resources at own
pace
Little/No access
to other
learners
PDF, PPTs and
URLs
Video and Audio
Self paced
interaction
(Case
studies/Decision
making
Learning by
engaging with
resources at own
pace
Little/No access
to other
learners
PDF, PPTs and
URLs
Video and Audio
Self paced
interaction
(Case
studies/Decision
making
FACILITATION DRIVEN COURSE
35. Types of Content “Context”
• Textbook or “Reference” style
(job aids, online support or help)
Static – Just in Time
• Courseware
(Content & simple assessment)
• Workplace /Interactive
(case study/scenario/decision making tree)
Interactive
• Demonstration
(simulation/screencast)
36. Content Type How used
Information Background, process, policy,
procedure,
Demonstration Show Information
Case Study Contextualise information and process
using real life example
Scenario Exploration of information and process
using real life example
Decision making tree Decision making applying information
using real life example
Problem Research decision making and
information application to real life
example
Activity Types
46. Discussion Principles
• Activities need to be linked
to Assessment
• Trainers need to monitor
and actively moderate
• RTOS need to be able to
access or archive for
“evidence”
54. Why?
•Link to assessment
•Informal learning support
•Base on participants sharing experiences & prior
knowledge – “learners stories”
•Application to workplace or experience
•Make pre readings short
•Mix of problems, case studies, reflections
•Commenting/Building on postings
•Use to demonstrate employability skills
•Track to determine contribution to group
•Peer Review
60. Voice over internet communication tool
• Text and Voice Chat
• Skype to Phone
• Group calls
• Application Sharing (pro)
http://www.skype.com
swampfox_mg
Skype
63. Why Webinars?
• Group research projects
• Q&A of industry experts/past learners
• Online lecture
• Assessment task pitch & presentation
• Peer Review of learners’ work
• Role play
• Group problem solving
• Remote trainee/third party assessor catch up
• Assessment verification and moderation
• RPL
65. Assessment submission
Free Web 2 & Mobile tools to enable quick content
development and to encourage learners to respond to
assessment tasks using video, audio, images and text.
66. • Evidence Capture
• Voice – Text – Video – Images
• Student, 3rd
Party, Assessor
• How much evidence is enough?
• Skills & Knowledge
• Supplementary evidence
Mobile evidence
67. • Knowledge retrieval and application
• Problem Solving
• Scenario driven
• Quiz based but can track users
interaction with a process
• Applying appropriate resources
• Self paced or Group
Decision making trees
68. • Knowledge and Skills
• Group problems
• Application to workplace
• Learner’s stories
• Contributes to formative assessment
• Assessment carrot to ensure
involvement
Discussion and social learning
69. • Share experiences
• Wiki/LMS/Social Media
• Industry Knowledge
• Common issues
• Variety in the sector
• Private V Shared
• Ethics & Confidentiality
• “Case Study” style assessment
creates learning for subsequent
learners
Student placement
70. • Develop a rubric with learners
• Check for mapping
• Distribute back to learners as marking
guide
• Rehearse the marking guide
• Conduct presentations (summative)
• Collect peer review
• Redraft and resubmit
• Share and assess
Peer Review
73. • Film learners/third party/supervisor
demonstrations
• Ensure learner speaks to camera to
describe what they have done, job
requirements, conditions and special
aspects of job
• Add to LMS as content
• Learners view same job in variety of
conditions and settings
Demonstration as content
86. You want to support video/image/audio evidence
of workplace skills assessments demonstrations
(eg traineeships, apprenticeships, contracted
training)
•What do you need to consider and plan for?
Demonstration Assessment Principles
90. Free Web 2 & Mobile tools to enable quick content
development and to encourage learners to respond to
assessment tasks using video, audio, images and text.
95. Group Website
• Share posts
• Share calendars in posts
• Add shared Documents
• Comments
http://sites.google.com
Google sites/groups
96. Create and share documents
• Create documents, spreadsheets & excel in the Cloud
• Share and joint editing
• Download in variety of formats
• Embed into blogs, wikis, Moodle etc
• Repository of files
https://docs.google.com
Google Drive
102. Follow hundreds of blogs in one place
• Subscribe to Blogs
• Read posts
• Tag by topic
• Share with others
http://www.feedly.com
Feedly RSS reader
104. Create and share bookmarks
• Social bookmarking, web annotation, collaborative
research services,
• Capture a variety of data - screenshots, pictures,
notes, etc
• Share on mobile, read sites offline
http://www.diigo.com
Social bookmarks - Diigo
105. Pin webpages to “boards”
• Share with others
• Follow others boards
http://www.pinterest.com
Pinterest
108. Which tool right for my learners?
Photo Credi thttp://www.flickr.com/photos/57567419@N00/7496669132/
Face to Face
Purpose
Google Personal organisation
DropBox Managing & sharing files
Social Bookmarks
(Diigo, Delicious)
Managing website “favorites”
Readers & Feeders
(Feedly, Pocket, Pinterest)
Follow multiple website
feeds in one location
We’ll Explore a range of commercial and free tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s, led and teach learners online, conduct assessments and to facilitate group work.We’ll understand how to communicate with learner’s online using discussion forums and webinars. We will explore free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
We’ll also take a look at emerging trends including the flipped classroom, augmented reality and gamification.
Identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe.
Identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe.
Identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe.
http://www.knewton.com/flipped-classroom/
The flipped classroom model encompasses any use of using Internet technology to leverage the learning in your classroom, so you can spend more time interacting with students instead of lecturing. This is most commonly being done using teacher created videos (aka vodcasting) that students view outside of class time.
It is called the flipped class because the whole classroom/homework paradigm is "flipped". What used to be classwork (the "lecture") is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.
The Flipped Classroom IS:A means to INCREASE interaction and personalized contact time between students and teachers.
An environment where students take responsibility for their own learning.
A classroom where the teacher is not the "sage on the stage", but the "guide on the side".
A blending of direct instruction with constructivist learning.
A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.
A class where content is permanently archived for review or remediation.
A class where all students are engaged in their learning.
A place where all students can get a personalized education.
The Flipped Classroom is NOT:A synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.
About replacing teachers with videos.
An online course.
Students working without structure.
Students spending the entire class staring at a computer screen.
Students working in isolation.
How will learners learn on the job in the next 10 years?
70%—informal, on the job, experience based, stretch projects and practice
20%—coaching, mentoring, developing through others
10%—formal learning interventions and structured courses.
How will learners learn on the job in the next 10 years?
70%—informal, on the job, experience based, stretch projects and practice
20%—coaching, mentoring, developing through others
10%—formal learning interventions and structured courses.
How will learners learn on the job in the next 10 years?
70%—informal, on the job, experience based, stretch projects and practice
20%—coaching, mentoring, developing through others
10%—formal learning interventions and structured courses.
http://tincanapi.com/scorm-vs-the-tin-can-api/
Previous specifications were difficult and had limitations (see Tin Can vs SCORM), but the Tin Can API is simple and flexible. It lifts many of the older restrictions. Mobile learning, simulations, virtual worlds, serious games, real-world activities, experiential learning, social learning, offline learning, and collaborative learning are just some of the things that can now be recognized and communicated well with the Tin Can API.
It’s important to know that we don’t own the Tin Can API. ADL is the steward of the specification. We just know this space so well that ADL asked us to help develop it. The Tin Can API is community-driven, and free to implement.
How does the Tin Can API work?
People learn from interactions with other people, content, and beyond. These actions can happen anywhere and signal an event where learning could occur. All of these can be recorded with the Tin Can API.
When an activity needs to be recorded, the application sends secure statements in the form of “Noun, verb, object” or “I did this” to a Learning Record Store (LRS.)
Learning Record Stores record all of the statements made. An LRS can share these statements with other LRSs. An LRS can exist on its own, or inside an LMS.
The freedoms of the Tin Can API
Statement freedom: the structure of “statements” using nouns, verbs and objects lets you us record almost any activity. Think: “I did this.”
History freedom: the Tin Can API allows LRSs to talk to each other. LRSs can share data and transcripts with one another, and your experiences can follow you from one LRS (or organization) to another. Learners can even have their own “personal data lockers” with their personal learning information inside them.
Device freedom: any enabled device can send Tin Can API statements (mobile phones, simulations, games, a CPR dummy, the list goes on). A constant network connection isn’t necessary — occasional connectivity is fine.
Workflow freedom: tracking learning events doesn’t have to start or end in an LMS, it can start wherever the learner is and on whatever device they choose to use. Your content isn’t tied to an LMS.
Social Networking Features
Most learners will be already here. Question is if you go there what for? Some RTOs have delivered there, others marketed there. RTOs can use social media as a parallel form of communication with learners for example sharing news from the sector, training opportunities, jobs etc.
Consider introducing learners to LinkedIn.
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group. Often also called “status”
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Social Networking Features
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website -- such as the ability to 'poke' people on Facebook.
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book. Social networks dedicated to a special theme like music or movies might ask questions related to that theme.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group.
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Apps/Widgets. A popular way of letting your personality shine through is by gracing your social networking profile with web widgets. Many social networks allow a variety of widgets, and you can usually find interesting widgets located on widget galleries. There are thousands of applications on Facebook that further help you share content and interact with others. To browse the applications you already might be using or to search for more applications visit http://facebook.com/applications to browse available applications. Popular applications include Photos, Events, Movies, and Causes.
Social Networking Features
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website -- such as the ability to 'poke' people on Facebook.
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book. Social networks dedicated to a special theme like music or movies might ask questions related to that theme.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group.
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Apps/Widgets. A popular way of letting your personality shine through is by gracing your social networking profile with web widgets. Many social networks allow a variety of widgets, and you can usually find interesting widgets located on widget galleries. There are thousands of applications on Facebook that further help you share content and interact with others. To browse the applications you already might be using or to search for more applications visit http://facebook.com/applications to browse available applications. Popular applications include Photos, Events, Movies, and Causes.
Social Networking Features
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website -- such as the ability to 'poke' people on Facebook.
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book. Social networks dedicated to a special theme like music or movies might ask questions related to that theme.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group.
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Apps/Widgets. A popular way of letting your personality shine through is by gracing your social networking profile with web widgets. Many social networks allow a variety of widgets, and you can usually find interesting widgets located on widget galleries. There are thousands of applications on Facebook that further help you share content and interact with others. To browse the applications you already might be using or to search for more applications visit http://facebook.com/applications to browse available applications. Popular applications include Photos, Events, Movies, and Causes.
Social Networking Features
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website -- such as the ability to 'poke' people on Facebook.
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book. Social networks dedicated to a special theme like music or movies might ask questions related to that theme.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group.
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Apps/Widgets. A popular way of letting your personality shine through is by gracing your social networking profile with web widgets. Many social networks allow a variety of widgets, and you can usually find interesting widgets located on widget galleries. There are thousands of applications on Facebook that further help you share content and interact with others. To browse the applications you already might be using or to search for more applications visit http://facebook.com/applications to browse available applications. Popular applications include Photos, Events, Movies, and Causes.
Gamification is the use of game thinking and game mechanics in a non-game context to engage users and solve problems.[
Gamification is used in applications and processes to improve user engagement, return on investment, data quality, timeliness, and learning.
Gamification techniques strive to leverage people's natural desires for competition, achievement, status, self-expression, altruism, and closure.
A core gamification strategy is rewards for players who accomplish desired tasks. Types of rewards include points,[6] achievement badges or levels,[7] the filling of a progress bar,[8] and providing the user with virtual currency.[7]
Competition is another element of games that can be used in gamification. Making the rewards for accomplishing tasks visible to other players or providing leader boards are ways of encouraging players to compete.[9]
Another approach to gamification is to make existing tasks feel more like games.[10] Some techniques used in this approach include adding meaningful choice, onboarding with a tutorial, increasing challenge,[11] and adding narrative.[10]
Gamification is the use of game thinking and game mechanics in a non-game context to engage users and solve problems.[
Gamification is used in applications and processes to improve user engagement, return on investment, data quality, timeliness, and learning.
Gamification techniques strive to leverage people's natural desires for competition, achievement, status, self-expression, altruism, and closure.
A core gamification strategy is rewards for players who accomplish desired tasks. Types of rewards include points,[6] achievement badges or levels,[7] the filling of a progress bar,[8] and providing the user with virtual currency.[7]
Competition is another element of games that can be used in gamification. Making the rewards for accomplishing tasks visible to other players or providing leader boards are ways of encouraging players to compete.[9]
Another approach to gamification is to make existing tasks feel more like games.[10] Some techniques used in this approach include adding meaningful choice, onboarding with a tutorial, increasing challenge,[11] and adding narrative.[10]
Gamification is the use of game thinking and game mechanics in a non-game context to engage users and solve problems.[
Gamification is used in applications and processes to improve user engagement, return on investment, data quality, timeliness, and learning.
Gamification techniques strive to leverage people's natural desires for competition, achievement, status, self-expression, altruism, and closure.
A core gamification strategy is rewards for players who accomplish desired tasks. Types of rewards include points,[6] achievement badges or levels,[7] the filling of a progress bar,[8] and providing the user with virtual currency.[7]
Competition is another element of games that can be used in gamification. Making the rewards for accomplishing tasks visible to other players or providing leader boards are ways of encouraging players to compete.[9]
Another approach to gamification is to make existing tasks feel more like games.[10] Some techniques used in this approach include adding meaningful choice, onboarding with a tutorial, increasing challenge,[11] and adding narrative.[10]
There are essentially four main steps to creating an AR layer. They are:Create a clear reference image
Plan and create the user interface (layout)
Attribute resources to the AR item
Test and publish
http://e-standards.flexiblelearning.net.au/research/funded_projects/emerging_technology_trials/2012/augmented_reality_for_kitchen_orientation_and_safety_procedures.php
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
We talk a lot about student engagement. What does it mean to you?
Mobile
Short Grabs
Video
"Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support.
Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term.
Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.”
Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.)
http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html
Information
Demonstration
Case Study
Scenario
Decision Making Tree
Knowledge checking
Problem based Learning
You’ll find a card by your side
“ Write down the one biggest thing you would like to understand by the end of today”
Take a minute or two to complete
You’ll find a card by your side
“ Write down the one biggest thing you would like to understand by the end of today”
Take a minute or two to complete
You’ll find a card by your side
“ Write down the one biggest thing you would like to understand by the end of today”
Take a minute or two to complete
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Great tool for organising information, creating notes and submitting assessments in a mix of voice, text , video and images – especially from your mobile phone.
Evernote is a cross-platform app that serves many purposes—it can be your digital file cabinet, note-taking tool, daily journal, task or project management system, recipe-keeper, and more.
Give demo of creating a note using the iPhone.
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Digital literacy is the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies. It requires one "to recognize and use that power, to manipulate and transform digital media, to distribute pervasively, and to easily adapt them to new forms".[1]
Digital literacy does not replace traditional forms of literacy, it builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy, however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
http://en.wikipedia.org/wiki/Digital_literacy
We often think of sign ups to courses as Induction, the enrolment process, government paper work, facilities tours etc. With online learning we have to consider a wider induction, made up of 4 distinct introductions
Technology – Each learning technology you are using should be introduced in an activity that isnt directly connected to assessment or learning activities. Use these are getting to know you opportunities while the learners get to know the technology:
Post an introduction to your forum
Upload an image of themselves to the LMS
Discuss their job role and overall personal aims
Comment and build on insights shared by others
Time Management – suggested strategies for taking responsibility for understanding deadlines. Made more critical is some learning is to be self paced. Consider regular email reminders, directed personal emails to stragglers or those clearly not coping/participating.
Collaborative – will your students being working together in some form of group project? Many learners struggle to work in teams in face to face situations. The weight of sifting ideas, reflecting, adjusting information and opinions, fighting to get their point included can be very difficult once these activities move online.
Peer Review activities are the perfect way to introduce learners to collaborative learning. Group work has to be carefully supported by the trainer to be successful.
Organising Information – most eLearning courses still contain access to handout material – be it powerpoint, word documents, PDFs, sound files etc. We’ve all seem learners whose face to face folders are a shambles of unorganised paper and handouts. Same goes for digital learners. Support learners to build their digital literacy skills by modelling the organisation of information particularly for:
-storing files
Saving URLs and web address
Following Industry blogs
Creating and building networks
Great tool for organising information, creating notes and submitting assessments in a mix of voice, text , video and images – especially from your mobile phone.
Evernote is a cross-platform app that serves many purposes—it can be your digital file cabinet, note-taking tool, daily journal, task or project management system, recipe-keeper, and more.
Give demo of creating a note using the iPhone.
Which tool(s) may be right foryour learners?
Google
DropBox
Social Bookmarks
RSS Readers
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Questions from the Floor
Provide Links to ACPET PD Program
http://www.acpet.edu.au/services/professional-development/
Victorian Providers remind of ementor program