The TPACK framework has received a lot of attention lately. For the most part, it has been seen as a form of teacher-knowledge residing within the head of individual teachers. Teaching with technology, however, is a complex task and often requires that teachers tap both social (other people) and cognitive tools (artifacts) successful. In this paper, we challenge the idea of TPACK being resident in just one individual and suggest that in some contexts it may be valuable to consider the idea of distributed TPACK. According to this approach TPACK may be conceptualized as being distributed across individuals (teachers, technologists, students) and artifacts (websites, lesson plans, books, software etc.). We build our argument based on, (a) distributed cognition theory; (b) revisiting prior research; and (c) evidence from two large-scale technology-based educational projects initiated by the Politecnico di Milano. We end with recommendations for future research and practice.
Digital Futures in Teacher Education workshopDEFToer3
This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
This document discusses strategies for integrating technology into elementary classroom research projects to encourage critical thinking and prevent copying. It recommends changing research product assignments, such as having students write poems instead of reports, to require using information in new ways rather than just copying. Different thinking modes and appropriate resources, websites, and models are also presented.
Professor Isa Jahnke gave a presentation on digital didactical designs in higher education at the University of Bolzano. She discussed how physical classrooms are merging with digital spaces through student use of mobile devices, creating new "crossaction spaces." She outlined characteristics of learning in this digital age, including students connecting resources, asking online networks questions, and creating and sharing work. She presented examples of didactical designs centered around student production, cooperation, and reflection to support meaningful learning goals. These examples engaged students in research processes, online knowledge sharing, and generating educational content.
ADP Streamline Overview Brochure - New Jul 2015Ashley Snyder
ADP Streamline provides a single, integrated solution for managing global payroll and HR operations. It centralizes data through a web-based platform to give visibility across countries and simplify payroll management. The solution combines advanced technology with in-country payroll experts to help organizations seamlessly set up operations worldwide, reduce risks, and gain control and peace of mind over their international HR processes.
El aprendizaje vivencial es un método educativo que involucra experiencias prácticas y concretas más que la mera transmisión de conocimientos. Los estudiantes aprenden haciendo y participando en actividades del mundo real que les permiten comprender conceptos de una manera más profunda y duradera a través de la acción y la reflexión sobre sus propias experiencias.
Michael Abreu is an aspiring graphic designer majoring in graphic design at the Art Institute of New York. His goals are to become proficient in multiple artistic mediums, make a name for himself in graphic design, and earn a living doing something he loves. His interests include drawing, bike riding, exercising, reading, gaming, and more. He enjoys various genres of music such as rap, nu-metal, lounge, and J-Rock.
The TPACK framework has received a lot of attention lately. For the most part, it has been seen as a form of teacher-knowledge residing within the head of individual teachers. Teaching with technology, however, is a complex task and often requires that teachers tap both social (other people) and cognitive tools (artifacts) successful. In this paper, we challenge the idea of TPACK being resident in just one individual and suggest that in some contexts it may be valuable to consider the idea of distributed TPACK. According to this approach TPACK may be conceptualized as being distributed across individuals (teachers, technologists, students) and artifacts (websites, lesson plans, books, software etc.). We build our argument based on, (a) distributed cognition theory; (b) revisiting prior research; and (c) evidence from two large-scale technology-based educational projects initiated by the Politecnico di Milano. We end with recommendations for future research and practice.
Digital Futures in Teacher Education workshopDEFToer3
This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
This document discusses strategies for integrating technology into elementary classroom research projects to encourage critical thinking and prevent copying. It recommends changing research product assignments, such as having students write poems instead of reports, to require using information in new ways rather than just copying. Different thinking modes and appropriate resources, websites, and models are also presented.
Professor Isa Jahnke gave a presentation on digital didactical designs in higher education at the University of Bolzano. She discussed how physical classrooms are merging with digital spaces through student use of mobile devices, creating new "crossaction spaces." She outlined characteristics of learning in this digital age, including students connecting resources, asking online networks questions, and creating and sharing work. She presented examples of didactical designs centered around student production, cooperation, and reflection to support meaningful learning goals. These examples engaged students in research processes, online knowledge sharing, and generating educational content.
ADP Streamline Overview Brochure - New Jul 2015Ashley Snyder
ADP Streamline provides a single, integrated solution for managing global payroll and HR operations. It centralizes data through a web-based platform to give visibility across countries and simplify payroll management. The solution combines advanced technology with in-country payroll experts to help organizations seamlessly set up operations worldwide, reduce risks, and gain control and peace of mind over their international HR processes.
El aprendizaje vivencial es un método educativo que involucra experiencias prácticas y concretas más que la mera transmisión de conocimientos. Los estudiantes aprenden haciendo y participando en actividades del mundo real que les permiten comprender conceptos de una manera más profunda y duradera a través de la acción y la reflexión sobre sus propias experiencias.
Michael Abreu is an aspiring graphic designer majoring in graphic design at the Art Institute of New York. His goals are to become proficient in multiple artistic mediums, make a name for himself in graphic design, and earn a living doing something he loves. His interests include drawing, bike riding, exercising, reading, gaming, and more. He enjoys various genres of music such as rap, nu-metal, lounge, and J-Rock.
Anastassia tells us about her kung-fu coach Mikhail Vladislavovich Bondarev. He is in his thirties and has been coaching kung-fu for 15 years. He is the head of the Kaliningrad kung-fu club called "Winner" and organizes several competitions throughout the year for the children. Mikhail is described as kind, calm, and athletic, and encourages the children to be winners both in sport and in life.
El documento instruye la construcción de una casa en Geogebra que incluya un triángulo isósceles con dos ángulos congruentes, un rectángulo, un cuadrado, dos circunferencias, un rombo, cinco polígonos irregulares de cinco lados cada uno, y una recta perpendicular a uno de los lados del rectángulo, asegurándose de comprobar las propiedades geométricas de cada figura construida.
Este documento contém o estatuto do Partido Democrata Cristão (PDC) definindo seus princípios, órgãos, filiação e disciplina partidária. O estatuto estabelece a organização do PDC em nível nacional, estadual e municipal, definindo as competências e composição das convenções e diretórios partidários em cada nível, assim como os deveres e direitos dos filiados.
This document discusses how networked technologies have changed the nature of power and authority. It raises several questions about how power dynamics exist within networks, how online and offline networks intersect, and where accountability may be located in distributed networks. The document also cautions that while networked learning can empower individuals, it also important to consider how different actors and nodes shape and are shaped by networks, and who or what is exerting power and influence over others.
The document discusses the Silk Road and how it connected the ancient world through trade. It describes the Silk Road as a caravan of trade routes across Asia that diffused religions like Buddhism and spread technology. Nomadic tribes played a key role in establishing some of the earliest trade along the routes that would become the Silk Road, connecting places like China, India, the Mediterranean, and Europe. The Silk Road allowed for global exchange and cultural blending that created new cultural elements, similar to how the modern globalized economy has led to widespread cultural diffusion and exchange.
Third Learning Spaces in Open Online Courses: Findings from an Interpretive C...Suzan Koseoglu
6 min. long Pecha Kucha. Short paper presentation at #NLC2016, I'll provide a link to the full study (my dissertation!) soon. If you attended the presentation you will notice that I added some more content to explain "open literacies."
This document provides an overview of biological anthropology and evolution. It defines biological anthropology as the study of humans from a biological perspective using a scientific framework. It states that evolution is defined as genetic changes within populations over time, and is considered a fact as it has been repeatedly observed, for example with MRSA bacteria and Archaeopteryx fossils. The document goes on to explain that evolutionary theory refers to scientific explanations for the fact of evolution, the most well-known being Charles Darwin's theory of natural selection which proposed that organisms with traits adapted for their environment are more likely to survive and reproduce.
Lee Magpili is a designer, educator, and AFOL (Adult Fan of LEGO) who works at LEGO. The document discusses Magpili's work in waste management and sustainability at LEGO, including sorting office waste into organic, paper, plastic bags, plastic bottles, and other categories, and ensuring LEGO trash is recycled or reused when possible rather than sent to landfills. It also mentions awards Magpili has received for their design and robot performance work.
El documento describe el aprendizaje basado en retos (ABR), un enfoque pedagógico que involucra a los estudiantes en la resolución de problemas del mundo real. El ABR se basa en experiencias de aprendizaje vivencial donde los estudiantes aprenden mejor al participar activamente en retos abiertos. Los retos son actividades que implican un estímulo y desafío para los estudiantes. El ABR fomenta el desarrollo de habilidades como el trabajo en equipo y la toma de decisiones.
The document summarizes efforts to connect information literacy and maker literacy at Miami University Regionals' library makerspace. Key points include:
- The library worked with faculty to develop class assignments incorporating the makerspace, with some successes and one failure due to lack of faculty follow through.
- Additional outreach included an information literacy menu, one button studio, classes/projects, and community connections like STEM programs.
- Challenges included failed projects/outreach and lack of assessment, but growth is shown in a survey finding most libraries now have or plan makerspaces.
Project-based multimedia learning involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. Effective multimedia projects require clarifying goals, determining time needed, student involvement, collaboration methods, and resources. To reduce time, students can use familiar technology, work outside class, and do skills practice as homework. The project process involves creating a description and milestones, introducing the project, learning technology, research and planning, design, draft production, assessment and finalization, and concluding activities. Students form groups and work in folders. Training and practice with the technology occurs before production. Storyboarding and organization are important. Testing and assessment evaluate the final presentation.
The document provides guidance on designing an effective course. It discusses considering the course context, articulating student-centered and measurable goals, designing engaging activities that meet the goals, and planning formative and summative assessments with feedback. Specific strategies are presented, such as concept maps, minute papers, rubrics and cooperative exams. The overall message is that instructors should focus on higher-order thinking, design activities for active learning based on goals, and use assessments to improve student learning.
User Centered Design method & Wikiwijs
By Karin van den Driesche
Presented at Merlien Institute's International conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Can We Change Places Scheme Of Work-Year 3 And Year 4Anne
This unit explores sculpture in public spaces. Students will collect information about a local area to design a small-scale sculpture model for that site. They will experiment with materials and techniques to create their maquette. Finally, students will evaluate their own and others' designs, considering how well the sculptures might improve the chosen locations.
ICT supporting PBL - Phases in project workThomas Ryberg
The document outlines a program for a workshop on using ICT tools to support project-based learning (PBL). It will include an introductory lecture on how ICT can support PBL teaching and research practices. Participants will then break into small groups to discuss how specific tools can help supervise and collaborate with students during their PBL projects. The groups will present their ideas to the full workshop.
The presentation portion provides context on why ICT should be incorporated into group work and outlines the typical phases of a PBL project. It then explores some example ICT tools like Google Docs, Zotero, Delicious, Dropbox, and project management tools that could support the different phases, from initial problem formulation
This unit explores the 21 California Missions over 3-4 weeks. Students will individually research one mission and create a brochure presenting key facts about its establishment, architecture, crops/livestock, and current use. They will organize research using a graphic organizer then write a 3 paragraph essay. Accommodations include extra support and modified assignments. Standards addressed include writing informational reports using multiple sources and describing social/economic life in early California. Teachers will facilitate using technology to advance student learning and creativity through real-world projects using digital tools for collaboration, communication, and assessment.
Grid me as_engineer_architecht in the ideal town2015_2016Dan NNN
This document outlines a multi-phase project for students to design models of structures for an ideal town. It involves students in researching natural resources and recycling, planning models, using scale techniques, and building models using various materials. They then create multimedia presentations in English documenting their work. Teachers of various subjects support the different phases, and students are evaluated throughout the project process and at completion. The goal is for students to develop skills in research, planning, creativity, and multimedia communication while designing eco-friendly structures for an imaginary ideal town.
1.360 ATP 2023-24 Gr 9 CA Vis Art final (5).pdfCHALOTTEJUDITH
This document contains the annual teaching plans for Grade 9 Visual Arts for Terms 1 and 2. In Term 1, students will focus on visual literacy and creating 2D artwork, exploring concepts like portraits and the role of artists. They will learn about art elements and principles through drawing, painting, analysis and research. Practical assessments will evaluate 2D pieces. Term 2 covers reflection, 3D sculpture, and 2D still life. Students will use materials to create sculptures and apply skills to logo design and commentary pieces. The term culminates in practical and written assessments testing visual art knowledge. Lessons incorporate group work, technology, and individual expression through exposure to various artists.
Anastassia tells us about her kung-fu coach Mikhail Vladislavovich Bondarev. He is in his thirties and has been coaching kung-fu for 15 years. He is the head of the Kaliningrad kung-fu club called "Winner" and organizes several competitions throughout the year for the children. Mikhail is described as kind, calm, and athletic, and encourages the children to be winners both in sport and in life.
El documento instruye la construcción de una casa en Geogebra que incluya un triángulo isósceles con dos ángulos congruentes, un rectángulo, un cuadrado, dos circunferencias, un rombo, cinco polígonos irregulares de cinco lados cada uno, y una recta perpendicular a uno de los lados del rectángulo, asegurándose de comprobar las propiedades geométricas de cada figura construida.
Este documento contém o estatuto do Partido Democrata Cristão (PDC) definindo seus princípios, órgãos, filiação e disciplina partidária. O estatuto estabelece a organização do PDC em nível nacional, estadual e municipal, definindo as competências e composição das convenções e diretórios partidários em cada nível, assim como os deveres e direitos dos filiados.
This document discusses how networked technologies have changed the nature of power and authority. It raises several questions about how power dynamics exist within networks, how online and offline networks intersect, and where accountability may be located in distributed networks. The document also cautions that while networked learning can empower individuals, it also important to consider how different actors and nodes shape and are shaped by networks, and who or what is exerting power and influence over others.
The document discusses the Silk Road and how it connected the ancient world through trade. It describes the Silk Road as a caravan of trade routes across Asia that diffused religions like Buddhism and spread technology. Nomadic tribes played a key role in establishing some of the earliest trade along the routes that would become the Silk Road, connecting places like China, India, the Mediterranean, and Europe. The Silk Road allowed for global exchange and cultural blending that created new cultural elements, similar to how the modern globalized economy has led to widespread cultural diffusion and exchange.
Third Learning Spaces in Open Online Courses: Findings from an Interpretive C...Suzan Koseoglu
6 min. long Pecha Kucha. Short paper presentation at #NLC2016, I'll provide a link to the full study (my dissertation!) soon. If you attended the presentation you will notice that I added some more content to explain "open literacies."
This document provides an overview of biological anthropology and evolution. It defines biological anthropology as the study of humans from a biological perspective using a scientific framework. It states that evolution is defined as genetic changes within populations over time, and is considered a fact as it has been repeatedly observed, for example with MRSA bacteria and Archaeopteryx fossils. The document goes on to explain that evolutionary theory refers to scientific explanations for the fact of evolution, the most well-known being Charles Darwin's theory of natural selection which proposed that organisms with traits adapted for their environment are more likely to survive and reproduce.
Lee Magpili is a designer, educator, and AFOL (Adult Fan of LEGO) who works at LEGO. The document discusses Magpili's work in waste management and sustainability at LEGO, including sorting office waste into organic, paper, plastic bags, plastic bottles, and other categories, and ensuring LEGO trash is recycled or reused when possible rather than sent to landfills. It also mentions awards Magpili has received for their design and robot performance work.
El documento describe el aprendizaje basado en retos (ABR), un enfoque pedagógico que involucra a los estudiantes en la resolución de problemas del mundo real. El ABR se basa en experiencias de aprendizaje vivencial donde los estudiantes aprenden mejor al participar activamente en retos abiertos. Los retos son actividades que implican un estímulo y desafío para los estudiantes. El ABR fomenta el desarrollo de habilidades como el trabajo en equipo y la toma de decisiones.
The document summarizes efforts to connect information literacy and maker literacy at Miami University Regionals' library makerspace. Key points include:
- The library worked with faculty to develop class assignments incorporating the makerspace, with some successes and one failure due to lack of faculty follow through.
- Additional outreach included an information literacy menu, one button studio, classes/projects, and community connections like STEM programs.
- Challenges included failed projects/outreach and lack of assessment, but growth is shown in a survey finding most libraries now have or plan makerspaces.
Project-based multimedia learning involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. Effective multimedia projects require clarifying goals, determining time needed, student involvement, collaboration methods, and resources. To reduce time, students can use familiar technology, work outside class, and do skills practice as homework. The project process involves creating a description and milestones, introducing the project, learning technology, research and planning, design, draft production, assessment and finalization, and concluding activities. Students form groups and work in folders. Training and practice with the technology occurs before production. Storyboarding and organization are important. Testing and assessment evaluate the final presentation.
The document provides guidance on designing an effective course. It discusses considering the course context, articulating student-centered and measurable goals, designing engaging activities that meet the goals, and planning formative and summative assessments with feedback. Specific strategies are presented, such as concept maps, minute papers, rubrics and cooperative exams. The overall message is that instructors should focus on higher-order thinking, design activities for active learning based on goals, and use assessments to improve student learning.
User Centered Design method & Wikiwijs
By Karin van den Driesche
Presented at Merlien Institute's International conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Can We Change Places Scheme Of Work-Year 3 And Year 4Anne
This unit explores sculpture in public spaces. Students will collect information about a local area to design a small-scale sculpture model for that site. They will experiment with materials and techniques to create their maquette. Finally, students will evaluate their own and others' designs, considering how well the sculptures might improve the chosen locations.
ICT supporting PBL - Phases in project workThomas Ryberg
The document outlines a program for a workshop on using ICT tools to support project-based learning (PBL). It will include an introductory lecture on how ICT can support PBL teaching and research practices. Participants will then break into small groups to discuss how specific tools can help supervise and collaborate with students during their PBL projects. The groups will present their ideas to the full workshop.
The presentation portion provides context on why ICT should be incorporated into group work and outlines the typical phases of a PBL project. It then explores some example ICT tools like Google Docs, Zotero, Delicious, Dropbox, and project management tools that could support the different phases, from initial problem formulation
This unit explores the 21 California Missions over 3-4 weeks. Students will individually research one mission and create a brochure presenting key facts about its establishment, architecture, crops/livestock, and current use. They will organize research using a graphic organizer then write a 3 paragraph essay. Accommodations include extra support and modified assignments. Standards addressed include writing informational reports using multiple sources and describing social/economic life in early California. Teachers will facilitate using technology to advance student learning and creativity through real-world projects using digital tools for collaboration, communication, and assessment.
Grid me as_engineer_architecht in the ideal town2015_2016Dan NNN
This document outlines a multi-phase project for students to design models of structures for an ideal town. It involves students in researching natural resources and recycling, planning models, using scale techniques, and building models using various materials. They then create multimedia presentations in English documenting their work. Teachers of various subjects support the different phases, and students are evaluated throughout the project process and at completion. The goal is for students to develop skills in research, planning, creativity, and multimedia communication while designing eco-friendly structures for an imaginary ideal town.
1.360 ATP 2023-24 Gr 9 CA Vis Art final (5).pdfCHALOTTEJUDITH
This document contains the annual teaching plans for Grade 9 Visual Arts for Terms 1 and 2. In Term 1, students will focus on visual literacy and creating 2D artwork, exploring concepts like portraits and the role of artists. They will learn about art elements and principles through drawing, painting, analysis and research. Practical assessments will evaluate 2D pieces. Term 2 covers reflection, 3D sculpture, and 2D still life. Students will use materials to create sculptures and apply skills to logo design and commentary pieces. The term culminates in practical and written assessments testing visual art knowledge. Lessons incorporate group work, technology, and individual expression through exposure to various artists.
The document discusses the Maker Movement and Maker Spaces. It describes the Maker Movement as a shift from consumer culture to one focused on creativity, problem solving, and community. Maker Faires bring together makers to share projects. Maker Spaces provide tools and materials for hands-on projects in science, engineering, and design. They teach skills like the engineering process and problem solving. The document outlines how to start a Maker Space through funding, space, and integrating projects with curriculum standards. It provides examples of using different tools and materials like 3D printing, electronics, and textiles to teach various STEM concepts. Resources for running a Maker Space safely and best practices are also discussed.
The document provides guidance on using technology and digital tools to support language teaching. It discusses how today's students prefer learning through teamwork, flexibility, student-centered projects, and having their voices respected. The document then recommends using resources to develop communication, digital literacy, critical thinking, web-based projects, student-created media, and collaboration. It also discusses supplementary materials, digital literacy, flipped classrooms, blended learning, and various web 2.0 tools that can be used to engage students in activity-based language learning.
Teaching Object Oriented Programming Courses by Sandeep K Singh JIIT,NoidaDr. Sandeep Kumar Singh
The document discusses various approaches, innovations and experiences in teaching object-oriented programming courses. It describes difficulties students face in learning OOP concepts like data encapsulation, inheritance and polymorphism. It then outlines several pedagogical interventions like using an object-first approach, memory models, methodology first over language, collaborative designs, early design patterns, structured lab assignments, sequencing assignments, and animation environments. Game-based approaches and tools like Greenfoot, Sifteo cubes and BlueJ are also highlighted.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
This talk was provided by Professor George Meadows of the University of Mary Washington during a NISO webinar on Makerspaces held on Wednesday, Dec 14, 2016
This document discusses ways to make learning visible to parents through classroom displays, documentation, and digital tools. It recommends using bulletin boards, journals, documentation panels, displays, portfolios, and a classroom homepage to showcase students' work, the curriculum, and daily activities. The goal is to help parents understand what their children are learning by inviting them into the classroom experience.
This document discusses integrating new media into composition classrooms to foster collaboration and critical thinking. It provides examples of how blogs, wikis, social media, and virtual worlds like Second Life can be used for activities like discussion forums, peer reviews, research, and interactive projects. Two sample activities are described: a Second Life scavenger hunt to build literacy and teamwork, and a billboard creation/presentation assignment addressing visual rhetoric and audience. The document emphasizes planning, moderation, and reflecting on how new media activities link to course goals.
Join the makers movement as it pertains to education. Innovation, invention, and ingenuity needs to be cultivated early for students to reach their full potential, and making is a great way to bring real-world application and problem-solving into the classroom.
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
Similar a Problem and Project Based Learning in Hybrid Spaces - Nomads and Artisans (20)
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Nordforsk - meso-pedagogy and tools.pptThomas Ryberg
The document discusses problem-based learning (PBL) as a meso-pedagogy and the Collaborative E-learning Design (CoED) method as a tool to empower teachers in designing technology-enhanced learning. PBL sits between macro-level policies and micro-level classroom practices, providing structure while allowing flexibility. CoED is a participatory design process involving experts, users and facilitators to rapidly prototype early e-learning designs based on negotiated teaching and learning values. The methodology, principles and phases of CoED are outlined.
Presentation prepared for session at Onine Educa 2010 for session titled "Assessing Learning in a Digital World" - organised by the European Commission and its Executive Agency. Other presenters were Brian Holmes, Kiran Trehan with Ralf Rahders chairing.
I never presented it, as my flight was cancelled - but Brian Holmes stepped in and presented instead - big thanks!
Interactive Innovation Through Social Software And Web 2.0Thomas Ryberg
The document discusses key aspects of Web 2.0 and social software, including user-generated content, collaboration, sharing and folksonomies. It provides examples of popular Web 2.0 sites like YouTube, Flickr and Facebook that allow users to connect, share content and form online social networks. The conceptual perspective emphasizes interactive innovation through open architectures that support user participation, hacking and perpetual development.
Nye Netværksmedier - nye kommunikationsmulighederThomas Ryberg
Slides from lecture for 6th semester Communication at Aalborg University. Lecture was part of the course Audiovisual media and communication. Lecture given on 17 February 2009
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Problem and Project Based Learning in Hybrid Spaces - Nomads and Artisans
1. Problem and Project Based Learning
in Hybrid Spaces:
Nomads and Artisans
Thomas Ryberg, Jacob Davidsen and
Vivien Hodgson
2. Outline
• Motivation for the study – relation to existing
research and key questions
• Background
• Data collection
• Analytic observations – findings
• Key messages and discussion
3. Motivation
• Within Networked Learning an historical strong focus on ‘online’
off-campus students
• However - HE increasingly adopting collaborative group based
activities and projects for both on and off campus students.
• Less attention to how digital technologies and social media have
been adopted and incorporated by *students* to support
collaborative group work
– Stronger research focus on teacher-driven orchestrations of tech
• Need to understand and conceptualise the interplay between digital
and physical spaces and artefacts
– Place-Based spaces for Networked Learning Carvalho, Goodyear & de Laat (2015)
• Our focus:
– How do students adopt technologies for their group work and how do
their spatial circumstances affect their ways of working
– Students’ appropriation of spaces and tools
4. Background to the study
• Recent move to new buildings
• Concern students from the BA programmes:
– CDM: Communication and Digital Media (6th
semester)
– A&D: Architecture and design (4th semester)
• Exploring how students use various open, flexible
and shared spaces and mediating artefacts to
support their group work - or problem and
project based learning (The Aalborg PBL model)
5. Data collection
• Observed students in their learning environments
• Conducted a two hour interview-workshop with students from both
CDM (6th semester) and A&D (4th semester).
• The interview-workshops were divided into three stages:
– basic introduction to the research
– questions on the students' experiences from their project work
– each of the students produced a poster explaining relations between
space, tools and processes in their group work.
• The interviews and posters serve as background to understanding
students' group work
• Followed-up via video observations, impromptu in-situ interviews
with the students, as well as casual observations as part of students
inhabiting public working spaces and environments.
6. The two student groups
• CDM students
– No permanent
workplace
– Nomads travelling
around the building
and outside places
(cafes, library, home)
– Some group rooms to
reserve for 2 hours at
a time
• A&D students
– 13 Group rooms in
open, flexible spaces
– Boards fencing in their
room, tables
– Common tables
– Artisans who have
their own studio space
9. CDM students - nomads
• Spatial: Nomadic Culture, Improvised Spaces and Local Knowledge
– Travelling with a light “bundle” of artefacts for their group work e.g.
computers, tablets, pen and paper, post-its and tape for setting up their work
camp in new places.
– Used to temporarily appropriating different spaces on-campus or cafés, library
and home
– Operate based on ‘local knowledge’.
– Try to strategically decide when it is necessary to book a group room, and
when to exploit other facilities in or outside the university. Some activities can
be dealt with in the cantina area or in other places
– Need to continuously balance their needs, tasks and spaces in relation to each
other. Do they need to discuss? Do they need silence, a projector, to work
together or alone?
– Streetwiseness and slyness
• they mention (others) forging booking sheets. Thus, when booking they take pictures of
the sheet to document the reservation.
• Using (or squatting) closets that are not their own
• Temporarily using ‘forbidden’ spaces e.g. the areas of the A&D students which are the
open office spaces.
10. CDM - nomads
• Artefacts - Emerging hybrid spaces
– Digital and networked technologies omnipresent (Facebook, Google
Docs, Dropbox, Hangouts, and Skype) but they use many ‘physical’ and
non-digital artefacts - pens, post-its, paper, and blackboards
– Transpositions: e.g. digital mindmaps are remade, re-enacted and
restructured on post-it notes and paper; overview of tasks in a Google
Docs, then renegotiated and reorganised on a temporarily available
physical blackboard to be re-inscribed in Google Docs.
– They develop practices in the groups over time. Each group member
has certain preferences regarding the use of tools for communication,
collaboration, and coordination which they bring into their new group.
– Continuously negotiate and refine their use of artefacts as part of their
project work and placemaking.
11. CDM student - Nomads
• Temporal and processual aspects
– They inhabit different spaces depending on the type of work: are they in an
initial exploration phase or deeply engaged in collaborative writing?
– Sometimes they divide labour and distribute tasks to each individual with or
without the responsibility to coordinate with others.
– Sometimes they work closely together and need to have joint focus and
mutual attention, at other times they split up and work from different
locations (home, cafés, and libraries).
12. A&D students - artisans
• Spatial: Artisan Culture, Sedentary Dwelling and Knowledge
Exchange
– referred to their studio space as a “home” - a place for dwelling
– With “studio” we refer to it as a physical place where products,
materials and knowledge is produced with different artefacts through
various activities
– Separated by moveable notice boards or blackboards they are open.
The activities taking place in them are visible for persons walking
– The studios are modified and changed during the different phases of
the project period – they decorate, structure and lay out each area
according to their current needs and preferences (placemaking)
– A large open common area where students exhibit their products and
working methods for collective assessment and inspection. Further
serve as places for breaking out into smaller and spontaneous teams
to solve a particular task which does not require attention from all the
group members
13. A&D students - artisans
• Artefacts: Transpositions
– The use of artefacts - pen, paper, foam rubber and software etc. is part of the
knowledge that the students obtain in their projects and is part of their
(coming) professional practice
– The A&D students use many of the same networked technologies as the CDM
students, e.g. Google Drive, Facebook and Dropbox - same shifts btw digital
and physical
– Pinterest: Photos they “pin” digitally are also printed on paper and hung on
wires and notice boards in their studio. Ways of structuring the group’s ways
of thinking and acting. With the photos hanging on wires above their
workspace they are constantly close to inspirational sources.
– Sometimes the group rearranges the order of the photos as they develop new
hypotheses and ideas from their work
– Two phases or modes described by the students
• A creative phase where they make use of different materials and methods to challenges
their understandings and beliefs about their design (often sketching, modelling, manifold
paper)
• A more concrete phase where they use software to produce accurate designs based on
numbers and measurements.
14. A&D students - artisans
• Temporal and processual aspects
– uses a notice-board to create a calendar by putting
masking tape on the board dividing it into weeks and days
– updated with diff color post-its
– studio space was tidy and organised in the initial phases of
the project - became more and more messy and chaotic
– However, they describe initial phases as of puzzlement
brainstorming and sketching. Ideas then transformed into
digital representations - more 'precise' and 'accurate' that
*can* be opened and re-negotiated
– Processual aspects are tightly interwoven with the needs
and uses of different physical and digital spaces and
artefacts and where they are in the process
15. Key messages for networked learning
spaces
• Many similarties between the two groups:
– Not meaningful to separate the physical from the digital
– We need to understand the mixed modes and entanglements of the ‘physical’
and the digital
• New literacies of ‘placemaking’
– Placemaking as a particular type of (digital) literacy practice; more complex
than it immediately sounds.
– Students' adapting and adopting to the environment are complex dances that
involve how, where and when as well as which artefacts to use
– Which entanglements of tools and activities are appropriate depend on
processual aspects (are they in an early explorative phase, or in a production
phases where work can be distributed).
– Knowledge is endemic and tacit amongst the students. Yet, we are only
beginning to understand the complexity of such group based placemaking
processes involving mixtures of digital and physical spaces, activities and tools.
16. Key messages for networked learning
spaces
• Differences:
– Spatial organisation appears to facilitate collaboration, peer-learning
and informal exchange amongst the students (for the A&D students)
– For CDM students: Harder to detect the same kind of immediate peer-
learning and inspiration amongst the nomadic students although
knowledge seems to travel from group to group across semesters as
members form new groups
– Nomadic students quite entrepreneurial and seem to handle their
shifting working conditions well.
– However, nomadic life not a choice but a condition forced upon them
for economic reasons. The CDM students would prefer having similar
conditions to the A&D students and have spaces of their own, rather
than living as academic scavengers.