Presented at the Sixth TCU International e-Learning Conference 2015 (IEC2015): Global Trends in Digital Learning in Bangkok, Thailand, 20-21 July 2015.
Zoraini Wati Abas gave a presentation on using Pinterest for teaching and learning. She began with an overview of Pinterest, describing it as a curation tool that has grown rapidly in popularity since launching in 2010. Abas then explained how to set up and use Pinterest boards for educational purposes, such as pinning images related to course content and following other relevant boards. She emphasized that Pinterest can effectively support learning objectives when boards are carefully designed. In closing, Abas stated that Pinterest has potential for engaging students if instructors create boards and activities strategically.
Zoraini Wati Abas discusses open education and OER initiatives in Malaysia. Wawasan Open University (WOU) has pioneered OER in Malaysia through its Institute of Research and Innovation in 2010, creating an OER website called OER Asia. WOU has also developed institutional policies supporting OER, set up two OER repositories containing over 23,000 resources, and produced several OER-based course materials that have been downloaded thousands of times under open licenses. Open education in Malaysia is also supported through initiatives like the Malaysia MOOCs project and microcredential courses launched by the Ministry of Higher Education.
Engaging Learners in the 21st Century presented at the Fifth TCU International e-Learning Conference 2014 on August 5 2014 at the Hotel Windsor Suites and Convention Center, Bangkok, Thailand
The document discusses the transformational power of social media and open educational resources (OERs) for student-centered learning. It argues that teachers should take on less of a teaching role and allow learners to do more. Social media and OERs can help engage students and provide learning materials. OERs in particular provide a tremendous opportunity for sharing and reusing knowledge worldwide. The document advocates for open scholarship through sharing content freely and collaborating with other educators.
Zoraini Wati Abas is the Deputy Vice-Chancellor of Academic and Educational Technology at Wawasan Open University in Penang, Malaysia. She discusses how the world has changed in the past decade due to advances in technology and how the COVID-19 pandemic has accelerated this change, forcing more education to move online. She outlines how pedagogy and technology have evolved together over time, from early technologies like film and television to today's emphasis on blended and online learning using tools like learning management systems, video conferencing, and social media. She stresses the importance of appropriate technology integration, highly-skilled teachers, and student engagement for student success in the digital age.
The document discusses strategies for improving student engagement through appropriate pedagogies for the digital age. It advocates shifting from teacher-centered to student-centered learning by having teachers take on new roles as learning designers, facilitators, and producers. Student engagement is key to student success and can be improved through collaborative and experiential learning using technologies like social media tools. The ultimate goal is to put learners in charge of their own education by creating a rich learning environment and motivating students to do the hard work of learning while teachers facilitate.
The document discusses the disruption of open and distance learning (ODL) due to the COVID-19 pandemic and the need to adapt to the "new normal" in higher education. It outlines some of the immediate challenges faced by tutors and students in transitioning from face-to-face to remote online learning, including lack of experience with technology, limited access to devices and internet, and alternative assessment methods. Moving forward, it suggests the ODL system needs a new culture of learning, new mindsets, redesigned learning and assessments, improved connectivity and affordability, and policies and infrastructure that support pedagogy-technology integration to engage students and help them succeed in the long run.
Learning and Teaching in an Open World presented at the International Conference on Education at Sampran Riverside, Nakorn Pathom, Thailand on 8 August 2014
The document summarizes a workshop called I@School that aims to improve media literacy and competencies among students. It discusses having students aged 13-14 explore media through blogging, radio, and video projects using tablets. It also describes a competition where students in different schools critique each other's work for a professional jury. Finally, it provides some online tools and resources for teachers and students to use media in the classroom.
Inside MOOCs: Student Expectations and Achievement #aln13clarkshahnelson
This document summarizes data from Johns Hopkins Bloomberg School of Public Health's experience offering massive open online courses (MOOCs) on the Coursera platform. Some key findings include:
- Over 250,000 students enrolled across the first set of 8 MOOCs, with over 17,000 earning statements of achievement.
- The majority of students intended to just watch videos of interest rather than complete assignments. Of those who intended to earn statements of achievement, only 8% actually did.
- The top motivations for students enrolling were that the courses would be enjoyable, teach career skills, and relate to their academic field.
- Around 8-21% of students submitted assignments or participated in
Further education colleges use a variety of approaches to track and monitor student engagement and performance.
By integrating these approaches with the national learning records warehouse, we can move from descriptive to predictive analytics, making a significant impact on retention, achievement and successful outcomes for learners through timely, targeted interventions and support.
See how data from Grade Tracker, developed at Bedford College, is being integrated into the Jisc learning analytics architecture.
The document discusses challenges faced in online teaching and learning for postgraduate courses during the COVID-19 pandemic. It suggests adopting agile methods to address issues like time management, adaptability, and technical difficulties. Agile values like collaboration and continuous learning could benefit students. While online education has improved access, virtual labs and assessments present challenges that require safe and secure solutions.
Institutional visions for a digital student experienceJisc
This document summarizes a panel discussion on institutional visions for a digital student experience. The panel included leaders from various colleges and universities who shared their strategies for delivering digital learning. They discussed challenges in realizing their visions for enhancing the student experience through technology. The panel heard from students on their experiences and asked participants to discuss one thing they would do to improve the digital experience for their students.
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
The application of open digital badging at the OU UK and its future in heDr Patrina Law
The document discusses the application of open digital badging at The Open University UK and its future in higher education. It provides details on how the university has used badged open courses (BOCs) to provide recognition for informal learning, motivate learners, and support student recruitment and progression. Over 12 months, 3000 badges were issued through BOCs which drove new visitors, enrollments, and qualification sign-ups. The challenges of developing robust assessment for BOCs were addressed. Going forward, the university aims to further integrate digital badges and credentials into areas like student records, induction, and employability to recognize skills and encourage engagement.
Are you future ready? Preparing students for living and working in a digital ...Jisc
Many colleges and universities recognise they need to adopt a whole-institution approach to equip students with the skills, confidence and experience they need for the modern workplace.Technology is critical in helping students to develop and communicate these skills, but are universities and colleges making best use of it?
In this session we will explore what employers are really looking for; and how a university and college are using innovative approaches to best preparing their students to meet those needs.
This document summarizes the experience of librarians at the University of Tennessee at Chattanooga teaching a one-credit course on emerging technologies called "Beyond Facebook." It describes two iterations of the course, with the first being taught by multiple instructors in a distributed format and the second by a single instructor. It discusses lessons learned, including issues around copyright, students' heavy reliance on passive internet and social media use, and the need for hands-on guidance. The conclusion reflects on potential expansions of the course approach to other student levels and libraries.
This document discusses 21st century learning and teaching. It covers several topics: (1) the evolution of learning from a teacher-centric model to a more student-centric approach utilizing technologies; (2) changes in higher education with the rise of MOOCs, OERs, and online learning; (3) the skills and attributes employers desire in graduates which include collaboration, communication, creativity and critical thinking; and (4) the roles and strategies needed for educators to develop 21st century skills in students and prepare them for a changing world.
Comprehensive Intellectual Capital Management (cicm)QASH Aris
This document discusses a hypothetical organization called Qash Studio, a production house that produces motion pictures and videos. It proposes implementing a Comprehensive Intellectual Capital Management (CICM) model at Qash Studio to help the organization better leverage and manage its intellectual capital resources. The CICM model involves 3 stages - knowledge management, innovation management, and intellectual property management. Gap analyses are presented evaluating Qash Studio's current abilities in these areas, finding deficiencies in how it manages its human capital, relational capital, and structural capital. The document concludes that implementing CICM could help Qash Studio create more value from its intellectual assets and sustain a competitive advantage.
The document summarizes an instructional technology program that took place from December 2-4. It discusses the evolution of instructional technology from audio-visual tools in the 1920s-1930s to computers in the 1980s. It defines instructional technology as the application of learning theory and emerging technologies to solve instructional problems. The importance of instructional technology is explained through Dale's Cone of Learning, which instructors should consider when selecting technologies. Adding value to learning through pedagogically rich approaches is also discussed.
This document provides guidance for students to prepare and deliver a 5-10 minute presentation on their home country. It outlines the three main parts of a presentation: introduction, body, and conclusion. For each part, it lists steps and example language to structure the presentation, signal transitions, and engage the audience. Students are encouraged to practice their presentation out loud and time themselves. The goal is for students to feel prepared and organized to present to their classmates during an upcoming language class.
This document discusses 21st century education and the role of technology in Malaysian schools. It begins by defining the 21st century and education. It then discusses how students today are digital natives and teachers are often digital immigrants. It outlines some key technology trends like the internet, web 2.0, and new media. The document also provides statistics on the Malaysian education system and literacy rates. It discusses initiatives to improve ICT infrastructure in schools and training for teachers. Challenges and the path forward to ubiquitous learning are also mentioned.
Keynote address (Feb, 2016) to the educators in the Fort Nelson school district. We all know that we cannot teach a child without a concection... without a relationship. In the hustle and bustle of our jobs as educators, we often forget our why, the reason we got into education, of trying to make a difference with kids. In this talk, 6 Keys to Connecting are shared and discussed with the challenge of creating a more positive climate and better connections with kids in our classrooms, schools, and organizations.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Digital innovation and futures for higher education RMIT 2018Mike Sharples
This document discusses the changing landscape of higher education and the role of digital innovation. It notes that the number of university students is growing rapidly, especially in China, but costs of higher education are also very high in some countries. Massive open online courses (MOOCs) are providing free access to courses for tens of millions of learners globally. While MOOCs may not be directly disrupting universities, they are supporting new forms of flexible, lifelong learning. Emerging models include online degree programs built from sequences of MOOCs, microcredentials, and blended learning combining online and on-campus elements. Overall, digital technologies are enabling new approaches to delivering high-quality, global, and affordable higher education.
2019-07-09 Quality and Future of Open Education and MOOCs - Keynote at IEC201...Christian M. Stracke
2019-07-09 Quality and Future of Open Education and MOOCs - Invited Keynote at 10th International E-Learning Conference 2019 in Bangkok by Christian M. Stracke, OUNL
Pe plan internațional, pe fondul unei deschideri a educației, a unor politici care sprijină pedagogiile și resursele educaționale deschise, ultimii ani au marcat o creștere exponențială în oferta de cursuri online masive deschise (Massive Open Online Courses - MOOCs).
Prezenta lucrare propune modalități în care cursurile online masive deschise pot fi integrate în educația adulților în România.
Prin analiza unor articole și studii de cercetare recente, sunt relevate proiecte din spațiul educațional nord-american și european, în care astfel de cursuri contribuie la învățarea continuă.
De asemenea, sunt prezentate inițiative românești legate de MOOC-uri.
Lucrarea își propune să răspundă la întrebări cum ar fi:
• Cum pot contribui MOOC-urile la educația adulților în țara noastră?
• Ce putem învăța din experiența altora?
• Cum poate fi evaluată calitatea și impactul acestor cursuri?
• Ce efort și competențe sunt necesare pentru dezvoltarea, derularea și facilitarea lor?
• Cine pot fi furnizorii și beneficiarii?
• Ce schimbări sunt necesare la nivelul politicilor educaționale?
As we enter the second decade of open course materials, interest is growing in alternate models that include much more of the support necessary for independent learners and that can be used directly as courses at colleges and universities. This “open courseware” builds upon the lessons learned in openly publishing course materials through OpenCourseWares (including MIT), as well as the opportunities raised by the confluence of the growing interest in open educational resources (OERs) coupled with declining university budgets. Through Project Greenfield we aim to build upon selected course materials published by MIT OpenCourseWare and transform them into “full courses” including support for formative assessment, the addition of existing, illustrative and interactive OERs. Presented by Brandon Muramatsu at the OER'11 Conference, Manchester, UK, May 12, 2011.
Romanian Tutors and Students Interaction with MOOCsVlad Mihaescu
This document summarizes the findings of a workshop on the interaction of Romanian students and tutors with Massive Open Online Courses (MOOCs). It found that around 30% of students and tutors had used a MOOC, with Coursera being the most popular platform. Both students and tutors appreciated characteristics like being able to learn anytime and anywhere for free, but tutors were more critical of course quality. Both groups said they wanted more interaction with instructors and more video material. The conclusions were that MOOCs have high interest levels in Romania but more engagement is desired. Education models continue to change with the rise of online learning opportunities.
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
This keynote presentation discusses improving the quality and design of online courses through open education frameworks and MOOC quality surveys. The presentation provides an overview of open education, open educational resources (OER), and massive open online courses (MOOCs). It emphasizes that open education and improving learning quality through frameworks like the OpenEd Framework that address quality at the macro, meso, and micro levels. The presentation also highlights the need for quality in open education, OER, and MOOCs and ways to enhance open education, resources, and courses.
This document discusses MOOCs and their relevance to higher education in India with respect to the National Education Policy 2020. It begins with defining MOOCs and their characteristics such as being massive, open, online and course-based. It then covers the evolution of MOOCs, different types of MOOCs, and common myths about MOOCs. It discusses why MOOCs are needed to address the growing demand for higher education in India and help achieve the goals of NEP 2020 related to online and digital education. It also outlines some advantages and limitations of MOOCs, and important aspects to consider in developing high-quality MOOCs.
20160412 IEEE EDUCON Open Education Keynote Christian M. StrackeChristian M. Stracke
Open Education for Smart Education: Open educational policies, strategies and access for all - Keynote at IEEE EDUCON 2016 in Abu Dhabi by Dr. Christian M. Stracke (OUNL)
Ted O'Neill's presentation discusses MOOCs and their context for educators. It explores what MOOCs are by examining their key characteristics like being massive, open, online and courses. It analyzes different types of MOOCs like xMOOCs focused on content delivery and cMOOCs based on connectivist principles. The presentation also considers challenges MOOCs face and their suitability for different learner groups. It concludes by suggesting educators consider their options carefully when institutions ask them to run MOOCs and look for future developments in the field.
20160413 OE Global Conference Open Education Revolution or MOOCs Christian M....Christian M. Stracke
Is Open Education a Revolution or are MOOCs only marketing instruments? Paper presentation and speech at OE Global Conference 2016 in Krakow by Dr. Christian M. Stracke (OUNL)
20160415 MIEF Free Education Open Learning Christian M. StrackeChristian M. Stracke
Free Education for Open Learning: Open educational policies, strategies and access for all - Speech at UNESCO Conference at International Education Fair 2016 in Moscow by Dr. Christian. M. Stracke (OUNL)
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.
MOOCs are massively open online courses that are available to anyone with internet access regardless of location. Many schools are incorporating MOOCs to supplement AP classes and benefit all students. MOOCs capitalize on connected learning principles and can help re-shape curriculum and instructional strategies by drawing on various online media. They are a great resource tool for highly motivated teachers and students and their possibilities continue to rise.
IESEG 2014 01 30 Presentation - moocs update and link with higher education e...Loïc Plé
This presentation is an update to last year's one.
It emphasizes that Moocs are increasingly debated as a potentially non efficient way to educate.
It also raises the point of the evolution of business and management schools business models, especially as these institutions face new entrants (start-ups) that try and get each a part of the business that was traditionnally devoted to business and management schools. This trend goes beyond countries, as it can be identified in different European Countries or in the US.
What it takes to be able to lead yourself, factors for personal leadership from an educator's perspective. The slides are a prompt for the presenter's storytelling from her personal perspective.
Flipping the Classroom: Empowering the Learner through Flipped LearningZoraini Wati Abas, EdD
This document discusses flipping the classroom through a presentation given by Prof Dr. Zoraini Wati Abas. It begins by recalling traditional teaching methods and how student access and motivation has changed with technology. It then defines flipping the classroom as assigning instructional content as homework using videos or readings, and using class time for hands-on learning and problem solving. The benefits are highlighted as helping all students learn at their own pace, increasing interaction with teachers, and better preparing students for self-directed learning.
This document outlines a seminar on flipping the classroom. It begins with introductions and discusses challenges teachers face with student engagement. It then defines flipping the classroom as delivering instructional content online outside of class and using class time for hands-on collaborative work. The document explains how flipping the classroom increases interaction and personalized learning, and shifts the teacher role from "sage on the stage" to "guide on the side." It provides examples of video resources on flipping the classroom and has participants plan a flipped lesson applying Bloom's Taxonomy. The goal is to help students learn and be prepared for the 21st century through more active, student-centered learning approaches.
The document discusses factors for engaging learners in online courses based on a case study. It finds that applying a social constructivist learning approach through a Web 2.0 platform, using a community of inquiry model in online discussions, and providing relevant learning materials and activities can foster student engagement. Student feedback indicated engagement involves active participation, collaboration, and taking responsibility for learning. Completing assignments and interacting in discussions were key indicators of engagement. The case study course successfully engaged students through its design.
This document discusses incorporating 21st century skills to engage learners. It describes how digital technologies like mobile devices, social media, cloud computing and open educational resources can be harnessed to rethink learning and education. These trends are influencing education through mobile learning apps, social learning networks, access to information anywhere through the cloud, and sharing of open resources online. New technologies like augmented and virtual reality also provide new ways to enhance learning.
The document discusses re-thinking learning for the 21st century. It outlines how technology and ICT developments have transformed learning over the past century. These include the evolution from film and television to today's personalized mobile devices and cloud computing. The document also discusses how 21st century learners and skills have changed, requiring new approaches like collaborative and creative learning. Emerging tools and trends in online and mobile learning are presented, as well as frameworks for 21st century learning.
The document discusses how the role of academics and higher education is changing in today's digital world. It provides biographical information on Dr. Zoraini Wati Abas and lists her contact details and social media profiles. Various graphics and sources illustrate how the Internet and technologies have transformed access to knowledge and learning over the past decades, presenting opportunities and challenges for universities to modernize and adapt.
This document appears to be a presentation about learning in an open world. It discusses concepts like open learning, producing learning through online courses, and engaging learners. Specifically, it provides an example of an online Master's program in Instructional Design and Technology delivered entirely online. It also discusses factors that can engage learners, like creating a supportive learning community and friendly learning environment.
Designing an Online Course to Engage Learners in a World that is OpenZoraini Wati Abas, EdD
The document discusses designing online courses to engage learners. It outlines factors that can encourage learner engagement like a supportive learning community and friendly environment. The author presents definitions of engaged learning and discusses tools that can be used to engage learners like social networks and Web 2.0 technologies. Design considerations are provided like beginning with course outcomes and providing a structured framework with flexibility.
The document discusses opportunities and challenges of mobile learning for open and distance learning. It summarizes that after a decade of understanding e-learning and blended learning, mobile or m-learning is now prevalent with the ubiquity of mobile devices. However, adopting mobile learning presents both opportunities like portable access to education materials as well as challenges from developing new mobile-friendly educational content and infrastructure. The document advocates transforming learning from traditional "push" models to ones where students can learn on demand through "pull" approaches enabled by new mobile technologies.
The document describes a Postgraduate Certificate in Open and Distance Learning (PGCertODL) program at the Open University Malaysia. The 10-month program consists of 10 modules designed to equip new lecturers with the necessary skills and knowledge for teaching online. It utilizes a blended learning approach with both face-to-face and online components. Participant and facilitator feedback indicated that the program was effective in improving the instructional design skills of the lecturers."
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
This is an introduction to Google Productivity Tools for office and personal use in a Your Skill Boost Masterclass by the Excellence Foundation for South Sudan on Saturday 13 and Sunday 14 July 2024. The PDF talks about various Google services like Google search, Google maps, Android OS, YouTube, and desktop applications.
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
Mail Server Configuration Using App passwords in Odoo 17Celine George
In Odoo 17, we can securely configure an email server to send and receive emails within the application. This is useful for features like sending quotations, invoices, and notifications via email. If our email service provider (e.g., Gmail, Outlook) supports app passwords, we can use them to authenticate our Odoo instance with the email server.
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
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 : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
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.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Be short to reply to any questions capability customers may have. They may need to realize how the coin works, its destiny capability, or technical details. Make positive you have got the answers equipped.
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How To Sell Hamster Kombat Coin In Pre Market
Once everything is settled, move beforehand with the transaction as deliberate. You might switch the cash immediately or use a provider to assist.
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How To Sell Hamster Kombat Coin In Pre Market
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Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Hamster kombat free money Withdraw Easy free $500 mo
1. 25 Ways to MOOCing
Zoraini Wati Abas, Ed.D.
Sampoerna University, Jakarta, Indonesia
Fauziyah Md Aris (Qash Aris)
Beyond Learning Asia
Co-Founder, Women in Education
3. cMOOC 2011
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Source: http://change.mooc.ca/week02.htm
4. MOOCs and Open Education Around
the World explores and illuminates
unique implementations of MOOCs
and open education across regions
and nations. The book also focuses on
the various opportunities as well as the
dilemmas presented in this rapidly
evolving age of technology-enabled
learning. What are the different delivery
formats, interaction possibilities,
assessment schemes, and business
models? What are the key
controversies or issues that must be
discussed and addressed?
This edited collection explains MOOCs
and open education trends and issues
in a variety of contexts, shares key
research findings, and provides
practical suggestions and
recommendations for the near future.
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5. Books on MOOCs
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6. Top Universities Offering MOOCs
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Source: http://elearninginfographics.com/the-rising-power-of-moocs-infographic/
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Everyone can study
at an Ivy League university
8. What is a MOOC?
21 July 2015IEC 2015, Bangkok, Thailand, 20-21 July 2015
8
Source: http://www.edtechmagazine.com/higher/article/2013/06/beginners-guide-moocs-
infographic
9. What is a MOOC?
A course of study made
available over the Internet
without charge to a very
large number of people:
“anyone who decides to
take a MOOC simply logs
on to the website and signs
up”
Source: Oxford Dictionaries
http://www.oxforddictionaries.com/defini
tion/english/MOOC
A massive open online
course (MOOC) is a model
for delivering learning
content online to any person
who wants to take a course,
with no limit on attendance.
Source: Educause
http://www.educause.edu/library/massive
-open-online-course-mooc
21 July 2015IEC 2015, Bangkok, Thailand, 20-21 July 2015
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10. Various Types of MOOCs
What are they?
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11. 21 July 2015IEC 2015, Bangkok, Thailand, 20-21 July 2015
11Source: https://magic.piktochart.com/output/1747660-moocs
14. MOOCs: A Timeline
Source: Yuan, Li. and Steven Powell. MOOCs and Open Education:
Implication for Higher Education White Paper. University of
Bolton: CETIS, 2013. p.6
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15. How MOOCs have grown
21 July 2015IEC 2015, Bangkok, Thailand, 20-21 July 2015
400+
universities
2400+
courses
16-18 million
students
https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-numbers
15
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https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-numbers
16
17. 21 July 2015IEC 2015, Bangkok, Thailand, 20-21 July 2015
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Source: https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-
numbers
80% courses in English
8.5% in Spanish
17
19. 25 ways to MOOCing for . . .
Higher Education
Institutions
Lecturers
High School
Students
College/University
Students
Employers Employees
Parents &
Guardians
General
Public/Adult
Learners
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20. 21 July 2015IEC 2015, Bangkok, Thailand, 20-21 July 2015
Source: http://elearninginfographics.com/massive-open-online-courses-infographic/ 20
38. Why MOOC?
I can “Develop” myself academically and professionally
I can “Design” my own “Education and Learning”
I can do my own “Self-Paced Learning”
I can learn, anytime, anywhere & on any device
I can learn from the good, better & the best lecturers / subject
matter experts (SMEs) from around the world
I can get “Certificates” from the top international
universities/MOOC providers
I can learn “with & from” international coursemates
#BeyondLearningAsia38@QASHaris
66. MOOCs have the potential to revolutionize education
25++ ways of MOOCing…..
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67. 21 July 2015IEC 2015, Bangkok, Thailand, 20-21 July 2015
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The Success of MOOCs depends
on:
How we design it …
What we design it for …
Doing the right things to support
and engage the learning
68. References to MOOCs
https://www.pinterest.com/zoraini/ways-to-moocing/
http://onlinelibrary.wiley.com/doi/10.1111/bjet.2015.46.iss
ue-3/issuetoc
http://www.educause.edu/library/massive-open-online-
course-mooc
https://www.edsurge.com/n/2014-12-26-moocs-in-2014-
breaking-down-the-numbers
http://www.evolllution.com/mooc/
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69. 21 July 2015IEC 2015, Bangkok, Thailand, 20-21 July 2015
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Source:
http://dmlcentral.net
70. Thank You for being with us
zoraini.abas@sampoernauniversity.ac.id
zoraini.abas@gmail.com
qasharis@gmail.com
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Editor's Notes
A pathway to LLL
This course is about key concepts, methods and practices in the MOOC paradigm. Its focus will be on explaining principles and practices for both the non-technical as well as technical audience.