The document discusses the importance of human interaction and dialogue in learning. It summarizes Paolo Freire's view that thinking and knowledge only develop through communication with others. It also discusses challenges with replacing human interaction with automated systems, including issues around ethics, values, and reinforcing existing inequities. The document advocates for creating learning environments that support learner autonomy and control while also enabling validation of information through other humans.
Fournier kop barcelona research ple 2010 07072010 2Rita Kop
This slidecast represents the Elluminate presentation, held online during the Barcelona PLE conference in July 2010, and will highlight the educational philosophy behind the PLE and the different dimensions of the first point of data collection, the exploration of ‘super-user’ needs for technology in their learning.
Open online courses call for papers sept11Rita Kop
This document calls for chapters on open online learning and teaching for an upcoming book. It outlines that traditional education models are outdated and do not align with today's digital world where learners can access information from anywhere and connect globally. Massive open online courses (MOOCs) are one manifestation of this change, experimenting with open learning environments and new technologies. The book aims to present the latest research on relevant theory and practice contexts through refereed chapters. Authors are invited to submit 2-page abstracts by October 2011 on topics related to open learning such as theoretical perspectives, pedagogy, technologies, case studies, research methods, and critical reflections.
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
KopFournierCanadianInstituteDistanceEducationResearchPLERita Kop
Facilitating Quality Learning in a Personal Learning Environment through Educational Research
After speculation in the literature about the nature of possible Personal Learning Environments, research in the design and development of a PLE is now in progress. The researchers will report on the educational research involved in the National Research Council of Canada, Institute for Information Technology’s Personal Learning Environment project. This presentation will highlight important components, applications and tools in a PLE as identified through surveys of potential end users. The learner experience and the minimum set of components required to facilitate quality learning will be placed at the forefront.
Kop and Fournier Learning Analytics Banff feb11Rita Kop
The analysis revealed several key findings about the participants and their interactions. Participation rates, posts, discussions, and Twitter/blog usage were examined. Visualization tools helped clarify relationships between topics and interactions. While analytics provided new insights, additional qualitative methods are still needed to fully understand learning experiences. Linking collected data could potentially enhance learning if done ethically.
This document discusses using online communities and social networking for professional development and enhancing teaching. It provides examples of how communities can be used for collaborative projects, emotional support, and sharing best practices. However, simply creating a social platform is not enough - communities need measurable goals, engaging activities, collaboration and sharing of results, and institutional support to be successful. Factors like active participation versus passive engagement affect the impact on student performance. Designing instructional sequences and the tools available also influence how students utilize personal learning networks.
Fournier kop barcelona research ple 2010 07072010 2Rita Kop
This slidecast represents the Elluminate presentation, held online during the Barcelona PLE conference in July 2010, and will highlight the educational philosophy behind the PLE and the different dimensions of the first point of data collection, the exploration of ‘super-user’ needs for technology in their learning.
Open online courses call for papers sept11Rita Kop
This document calls for chapters on open online learning and teaching for an upcoming book. It outlines that traditional education models are outdated and do not align with today's digital world where learners can access information from anywhere and connect globally. Massive open online courses (MOOCs) are one manifestation of this change, experimenting with open learning environments and new technologies. The book aims to present the latest research on relevant theory and practice contexts through refereed chapters. Authors are invited to submit 2-page abstracts by October 2011 on topics related to open learning such as theoretical perspectives, pedagogy, technologies, case studies, research methods, and critical reflections.
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
KopFournierCanadianInstituteDistanceEducationResearchPLERita Kop
Facilitating Quality Learning in a Personal Learning Environment through Educational Research
After speculation in the literature about the nature of possible Personal Learning Environments, research in the design and development of a PLE is now in progress. The researchers will report on the educational research involved in the National Research Council of Canada, Institute for Information Technology’s Personal Learning Environment project. This presentation will highlight important components, applications and tools in a PLE as identified through surveys of potential end users. The learner experience and the minimum set of components required to facilitate quality learning will be placed at the forefront.
Kop and Fournier Learning Analytics Banff feb11Rita Kop
The analysis revealed several key findings about the participants and their interactions. Participation rates, posts, discussions, and Twitter/blog usage were examined. Visualization tools helped clarify relationships between topics and interactions. While analytics provided new insights, additional qualitative methods are still needed to fully understand learning experiences. Linking collected data could potentially enhance learning if done ethically.
This document discusses using online communities and social networking for professional development and enhancing teaching. It provides examples of how communities can be used for collaborative projects, emotional support, and sharing best practices. However, simply creating a social platform is not enough - communities need measurable goals, engaging activities, collaboration and sharing of results, and institutional support to be successful. Factors like active participation versus passive engagement affect the impact on student performance. Designing instructional sequences and the tools available also influence how students utilize personal learning networks.
myDragonNet & Learning Platforms Part 1/2jahardman
An introduction to the myDragonNet Learning Platform one schools answer to a crucial issue facing schools today: how do they build and maintain a electronic Learning Platform that will help them carry out their educational mission. In this half of the presentation we talk about what a Learning Platform is and why it is important.
The document discusses challenges and opportunities for educators in the digital age. It notes that today's learners are digital natives who are collaborative and co-creators of content. However, many educators remain "digital immigrants" who are more independent and single-source dependent. It emphasizes the need for educators to engage learners both in-person and online, and to participate in advanced pedagogical discussions. The document also outlines pressures like technological changes that are influencing educational design and the transition to more social models of learning.
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The document discusses lessons learned from case studies on contextualizing open educational resources (OER) in Asia and Europe. It finds that successful initiatives integrate OER with existing programs, have policy support, and focus on capacity and awareness building. Cross-border collaboration is needed but has been limited, and quality assurance must consider different country and organization requirements. Early sharing of ideas and materials through their full lifecycle can facilitate collaborative OER development across borders. Continued partnership and clear actions for global collaboration are important next steps.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Horizon Project Introduction for StudentsJulie Lindsay
The document introduces The Horizon Project, a global collaborative project for classrooms to study emerging technologies and their potential impact on education. It identifies six key trends - user-created content, social networking, mobile phones, virtual worlds, new forms of scholarship, and educational gaming. For the project, students will be assigned to teams to study and produce content about one trend, including developing a wiki and individual multimedia artifacts. The goal is for students to envision how each trend could impact the future of education.
The document discusses using Web 2.0 tools in education and the opportunities and challenges they present. It describes three case studies conducted by the authors on integrating social media into student projects. While tools like Twitter provided opportunities for networking, students' technical skills varied and many still preferred traditional classroom interactions. Privacy and establishing credibility of online sources were also challenges. The next steps discussed further examining institutional challenges and developing recommendations for integrating social media into the curriculum.
The annual Horizon Report, a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), highlights new technologies for teaching, learning, and creative expression. This presentation will review the research and process behind the report and the findings of the 2007 edition.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
This presentation was provided by October Ivins of Ivins eContent Solutions during the NISO update of the ALA Midwinter Conference, held from June 23rd to June 26th, 2009.
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
Roles and Responsibilities of the Online LearnerJason Rhode
This document discusses the roles and responsibilities of online learners. Successful online learners are self-motivated, have strong computer skills, and are willing to commit significant time each week. They are also team players who can work collaboratively. As students, they generate knowledge, collaborate with others, and help manage online processes. Key responsibilities include being open, flexible, honest, and willing to work with others and take on leadership roles in community formation. The document provides tips for instructors to achieve maximum student participation and build an online learning community.
Over the past 10 years, access to the internet has expanded dramatically in schools, homes and communities. While early internet access was limited, today's internet allows for rich social interaction and collaboration through technologies like social networks and Web 2.0 tools. Research shows that students are using these technologies extensively for social and educational purposes outside of classrooms. However, many teachers have not adapted their instructional practices to incorporate these new technologies and ways students interact online. Effective 21st century educators need to embrace technology, use collaborative tools, and engage students in higher-order thinking to prepare them for learning in today's digital world.
A New Paradigm of knowledge production in Minnesota higher educationJohn Moravec
The document summarizes the findings of a Delphi study on the potential futures of higher education in Minnesota given trends of globalization, the rise of the knowledge society, and accelerating change. The study identified 24 statements on potential futures through an environmental scan. It then conducted 3 rounds of questionnaires with university leaders to build consensus on the statements. The implications for higher education leadership were categorized into 10 themes: accountability, knowledge production, curricula, collaboration, external relations, faculty relations, structural realignment, funding/resources, students, and technology leadership. The researcher proposes further solidifying findings, exploring accelerating change's impact in more detail, broadening the scope, and reiterating the Delphi process to achieve consensus.
This document summarizes a presentation about using one-to-one computing in classrooms. It discusses how students today learn in a social and self-directed way using various technologies. The presentation encourages teachers to facilitate participation using tools like cloud computing, ebooks, and mobile devices. It also stresses that teachers can continue learning on their own in 15 minute increments each day by connecting with others online, reading articles, watching videos, and more.
Forum on the use of social media in the university classroomalex bal
The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
This document provides an overview of research methods for a course on TransD Research Methods. It discusses key concepts in research including ontology, epistemology, methodology, and methods. It then presents details on a project evaluating digital design literacy in education, including its goals to develop a taxonomy and conceptual model. It lists relevant background and research questions for the project. The document also introduces the instructor and provides examples of their recent publications. It concludes with discussions of research questions and the differences between qualitative and quantitative inquiry.
Ways of seeing learning - 2017v1.0 - NUI Galway University of Limerick postgr...Mary Loftus
The document discusses learning analytics and its use in education. It defines learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning. It acknowledges tensions around using data like ensuring student agency and vulnerability. It discusses the need for transparency in algorithms and avoiding unintended consequences. The researchers' goals are to use machine learning and open learner models to support student metacognition and reflection. Their timeline involves gathering student data, developing models, and assessing the impact on learning.
myDragonNet & Learning Platforms Part 1/2jahardman
An introduction to the myDragonNet Learning Platform one schools answer to a crucial issue facing schools today: how do they build and maintain a electronic Learning Platform that will help them carry out their educational mission. In this half of the presentation we talk about what a Learning Platform is and why it is important.
The document discusses challenges and opportunities for educators in the digital age. It notes that today's learners are digital natives who are collaborative and co-creators of content. However, many educators remain "digital immigrants" who are more independent and single-source dependent. It emphasizes the need for educators to engage learners both in-person and online, and to participate in advanced pedagogical discussions. The document also outlines pressures like technological changes that are influencing educational design and the transition to more social models of learning.
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The document discusses lessons learned from case studies on contextualizing open educational resources (OER) in Asia and Europe. It finds that successful initiatives integrate OER with existing programs, have policy support, and focus on capacity and awareness building. Cross-border collaboration is needed but has been limited, and quality assurance must consider different country and organization requirements. Early sharing of ideas and materials through their full lifecycle can facilitate collaborative OER development across borders. Continued partnership and clear actions for global collaboration are important next steps.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Horizon Project Introduction for StudentsJulie Lindsay
The document introduces The Horizon Project, a global collaborative project for classrooms to study emerging technologies and their potential impact on education. It identifies six key trends - user-created content, social networking, mobile phones, virtual worlds, new forms of scholarship, and educational gaming. For the project, students will be assigned to teams to study and produce content about one trend, including developing a wiki and individual multimedia artifacts. The goal is for students to envision how each trend could impact the future of education.
The document discusses using Web 2.0 tools in education and the opportunities and challenges they present. It describes three case studies conducted by the authors on integrating social media into student projects. While tools like Twitter provided opportunities for networking, students' technical skills varied and many still preferred traditional classroom interactions. Privacy and establishing credibility of online sources were also challenges. The next steps discussed further examining institutional challenges and developing recommendations for integrating social media into the curriculum.
The annual Horizon Report, a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), highlights new technologies for teaching, learning, and creative expression. This presentation will review the research and process behind the report and the findings of the 2007 edition.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
This presentation was provided by October Ivins of Ivins eContent Solutions during the NISO update of the ALA Midwinter Conference, held from June 23rd to June 26th, 2009.
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
Roles and Responsibilities of the Online LearnerJason Rhode
This document discusses the roles and responsibilities of online learners. Successful online learners are self-motivated, have strong computer skills, and are willing to commit significant time each week. They are also team players who can work collaboratively. As students, they generate knowledge, collaborate with others, and help manage online processes. Key responsibilities include being open, flexible, honest, and willing to work with others and take on leadership roles in community formation. The document provides tips for instructors to achieve maximum student participation and build an online learning community.
Over the past 10 years, access to the internet has expanded dramatically in schools, homes and communities. While early internet access was limited, today's internet allows for rich social interaction and collaboration through technologies like social networks and Web 2.0 tools. Research shows that students are using these technologies extensively for social and educational purposes outside of classrooms. However, many teachers have not adapted their instructional practices to incorporate these new technologies and ways students interact online. Effective 21st century educators need to embrace technology, use collaborative tools, and engage students in higher-order thinking to prepare them for learning in today's digital world.
A New Paradigm of knowledge production in Minnesota higher educationJohn Moravec
The document summarizes the findings of a Delphi study on the potential futures of higher education in Minnesota given trends of globalization, the rise of the knowledge society, and accelerating change. The study identified 24 statements on potential futures through an environmental scan. It then conducted 3 rounds of questionnaires with university leaders to build consensus on the statements. The implications for higher education leadership were categorized into 10 themes: accountability, knowledge production, curricula, collaboration, external relations, faculty relations, structural realignment, funding/resources, students, and technology leadership. The researcher proposes further solidifying findings, exploring accelerating change's impact in more detail, broadening the scope, and reiterating the Delphi process to achieve consensus.
This document summarizes a presentation about using one-to-one computing in classrooms. It discusses how students today learn in a social and self-directed way using various technologies. The presentation encourages teachers to facilitate participation using tools like cloud computing, ebooks, and mobile devices. It also stresses that teachers can continue learning on their own in 15 minute increments each day by connecting with others online, reading articles, watching videos, and more.
Forum on the use of social media in the university classroomalex bal
The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
This document provides an overview of research methods for a course on TransD Research Methods. It discusses key concepts in research including ontology, epistemology, methodology, and methods. It then presents details on a project evaluating digital design literacy in education, including its goals to develop a taxonomy and conceptual model. It lists relevant background and research questions for the project. The document also introduces the instructor and provides examples of their recent publications. It concludes with discussions of research questions and the differences between qualitative and quantitative inquiry.
Ways of seeing learning - 2017v1.0 - NUI Galway University of Limerick postgr...Mary Loftus
The document discusses learning analytics and its use in education. It defines learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning. It acknowledges tensions around using data like ensuring student agency and vulnerability. It discusses the need for transparency in algorithms and avoiding unintended consequences. The researchers' goals are to use machine learning and open learner models to support student metacognition and reflection. Their timeline involves gathering student data, developing models, and assessing the impact on learning.
This document discusses the transformation of education for the 21st century. It argues that schools need to transform, not just reform, by changing the underlying culture and structure, not just procedures. This involves shifting beliefs, values and the social structure to support innovation. The document advocates preparing students for their future world by developing skills like critical thinking, collaboration, adaptability and accessing/analyzing information. New literacies and emerging media have a place in transforming education and the role of educators.
Mary Loftus #ILTAEdTech - Ways of Seeing Learning - 2017 v0.6Mary Loftus
The document discusses learning analytics and ways it can benefit students. It defines learning analytics as using data about learners and contexts to understand and optimize learning. While most work focuses on predicting outcomes, this research prioritizes the student perspective. It aims to use machine learning models and an interactive interface to help students visualize and reflect on their learning process and goals. The methodology involves gathering student activity data, qualitative interviews, and developing models for students to engage with their data and improve metacognition.
The document discusses learners' perceptions of learning in open and networked environments. It finds that such learning is connected, as learners are connected through various tools and networks to people, resources, and each other. It is also disruptive, as the unstructured nature of open learning can be challenging to manage. Learners must self-organize, determining how to learn, what tools to use, and how to develop connections. The learning is emergent and unpredictable as interactions and activities grow rhizomatically. Learners are expected to create, share, and expand their knowledge in this complex, distributed, and chaotic environment.
This document discusses social learning and how incorporating social media and online tools can enhance learning. It defines "mutant learners" who frequently use social media for learning versus "zombie learners" who are more skeptical. Top social learning tools like Twitter, YouTube, and Google Docs are highlighted. The presentation emphasizes designing learning with a bottom-up approach that harnesses tools learners already use and encourages collaboration over top-down control. The future of learning is predicted to incorporate 3D virtual worlds like Second Life to foster experiential learning.
Deepening the Practice of Digital Literacy Renee Hobbs
A Core Conversation with Renee Hobbs at SXSWEdu Austin, Texas, March 10, 2015. Hobbs demonstrates an approach to staff development that enables people to develop a shared vision for digital literacy that is respectful of the many-faceted nature of the concept.
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
Authentic learning involves engaging students in solving real-world problems in collaborative ways that mimic professional practices. Technology now enables various forms of authentic learning through simulation, remote instrumentation, digital archives, and online communities. It allows students to engage in sustained, collaborative problem-solving of complex, ill-defined problems from multiple perspectives, culminating in polished products. This helps students develop valuable skills for their future careers and motivates learning through relevance.
This document outlines the key topics and concepts covered in an information literacy course for youth called LSC531 taught in the spring of 2015. It discusses 10 big ideas around expanding literacy concepts, supporting adolescent development, reading and writing in a digital age, new approaches to information literacy, and the instructor's assumptions about learning. The ideas focus on issues like building reading skills, digital citizenship, collaborative learning, evaluating online information, and using digital tools to support comprehension. It also lists the program goals for URI's graduate school of library and information studies around foundations, lifelong learning, digital media, and leadership and ethics.
Repositories and communities at cross-purposesColin Milligan
The document discusses tensions between learning object repositories (LORs) and their user communities. It analyzes case studies of two LORs, Jorum and DIDET, identifying contradictions between the perspectives of curators and users. Users saw the LORs as standalone tools rather than integrated into their existing systems. Curators had a long-term strategic view while users focused on short-term operational needs. The study also found mismatches between community identities and rewards for teaching versus research. It concludes with implications like better aligning repositories with user needs and involving users in development.
Open Science and Ethics studies in SLE researchdavinia.hl
Beardsley, M., Santos, P., Hernández-Leo, D., Michos, K. (2019). Ethics in educational technology research: informing participants in data sharing risks. British Journal of Educational Technology, 50(3), 1019-1034, https://doi.org/10.1111/bjet.12781
Beardsley, M., Hernández-Leo, D., Ramirez, R., (2018) Seeking reproducibility: Assessing a multimodal study of the testing effect. Journal of Computer Assisted Learning, 2018, vol. 34, no 4, p. 378-386.
The document provides an overview of a presentation on educational technology in Reading Public Schools. It discusses the differences between educational technology and technology education. It outlines the current state of educational technology and future planning. It also discusses 21st century skills and standards, including the Partnership for 21st Century Skills framework and Massachusetts' recommended K-12 technology literacy standards.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
Similar a Rita Kop Naples Capri September 2015 MOOC Federica (20)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
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Accurate understanding of land use and cover is imperative for the development planning
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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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.
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Leveraging Generative AI to Drive Nonprofit Innovation
Rita Kop Naples Capri September 2015 MOOC Federica
1. The human element in learning:
Dialogue, Ethics, Openness and
Control in MOOCs
Rita Kop, Yorkville University,
Fredericton, NB, Canada
Future of MOOCs conference,
Naples and Capri, September 2015
3. Paolo Freire: ‘I engage in dialogue because I recognize the social and
not merely the individualistic character of the process of knowing.’
By communication with others our inner thoughts will become clear.
This collaboration is ‘nourished through exchanges, mutual
contributions, confrontations, and negotiations that provoke within
the person certain interrogations and stimulate new learning
through carrying out new activities’ (Jézégou, 2010, pg. 14).
4. ‘Mind, consciousness, thinking, subjectivity, meaning, intelligence,
language, rationality, logic, inference and truth – all of these things
that philosophers over the centuries have considered to be a part of
the natural ‘make-up’ of human beings – only come into existence
through and as result of Communication’ (Dewey, 1958, as cited in
Biesta).
6. Model of open
online learning
Reflecting
Understanding
Reviewing
Aggregating
Aggregating
Feeling
7. Relevance for MOOCs
• Scalability
• Appropriate technologies being used?
• Engagement and motivation
• Effectiveness is not enough
• Learning is not the same as assimilation of
information
8. Alternatives to dialogue
what are we replacing human interaction with
and what is the value, what are the strengths
and weaknesses of the replacement to
education and learning?
•Automated competency progress visualization
•Information recommender systems
•Learner support apps. based on activity and collaboration
•Should information and resources be validated by humans?
9. what conditions should be created and
what environments designed to
support learners in managing and
controlling their own learning
activities?
12. ‘Data analytics software works
from simplistic premises: that
problems are technical,
comprised of knowable,
measurable parameters, and
can be solved through
technical calculation.
Complexities of ethics and
values, ambiguities and
tensions, culture and politics
and even the context in which
data is collected are not
accounted for’ (Fenwick, 2015,
p.70).
13. Challenges with data-driven systems
Fenwick (2015) and Boyd & Crawford (2010):
•They change “everyday practice and responsibilities in
ways that may not be fully recognised” (p.71).
•A reliance on comparison and prediction “can be self-
reinforcing and reproductive, augmenting path
dependency and entrenching existing inequities”
•especially if the people producing the algorithms are not
aware of the reinforcement of stereotypes when use of
Big Data is not a combined effort between social and
computer scientists.
14. Ethical issues
• Who owns the data used in analytics?
• Who decides what can be done with collected
data?
• Privacy and consent issues.
• Who is responsible when things go wrong?
Hi. I have spent many years in widening and opening up access to education and learning. That has shaped very much my interests in MOOCs. What I learned during that time is the power of “openness” and of “a negotiated curriculum’’ to engage people, from areas of social and economic deprivation, in learning that is relevant to their needs. That attitude is still with me. It has shaped my views of technology and how emerging technologies and MOOCs might help people in their learning.
New technologies make it possible to connect with other people and exchange information and create knowledge on an unprecedented scale; they facilitate the creation of an open knowledge commons. You will not be surprised after that I am interested in connectivist MOOCs and their development, rather than xMOOCs, commercial and institutionally based. I see many opportunities in cMOOCs as they represent a new pedagogical approach in the network age. cMOOCs focus on knowledge creation and generation. In cMOOCs, the learners take a role in shaping their learning experiences, while facilitators focus on fostering a space for learning connections to occur. When in a cMOOC, students are empowered to make their own learning decisions. This self-reliance is the basis for a re-emergence of the promising paradigms in (adult) educational practice of informal, autonomous learning, self-directed learning, and self-managed learning within personal learning environments.
I emphasise dialogue in learning as I believe, and that belief is based on research evidence and what great thinkers of the past say, that dialogue with other people is still what inspires and deepens the learning process. Freire for instance enmphasised the social in learning when discussing concienciazation of local people regarding power relations in their lives when teaching basic language skills. As adult educator I am very much aware of the transformative effect individual learning might have on the community in which learning takes place. Jezegou’s research, and she is a psychologist, emphasises what communicating with others do to the internal thinking process.
While Dewey goes as far as stating that communication with others is making us human beings to what we are as human beings. That is what I would like you to hold on to throughout this presentation.
At the heart of all of this is learning in dialogue. This dialogue might be face to face with people in a local context, or it might be synchronously or a synchronously online
Over the past years I have been trying to get clear for my self how people learn in a PLE and I’ve come up with the following model. At the centre is the “learner-in-dialogue” and some of you might recognise the Kolb learning cycle: the learner has an experience or problem that needs solving and needs information and some form of aggregation takes place. The person organises what has been collected, might share and collaborate with others, perhaps advice from a more knowledgeable other to reach understanding. She will reflect on it, perhaps find more information that is relevant, and links it to knowledge or experience the user already has and reach some level of understanding, that might even become clearer by writing about it, or producing a video about it and sending it and publishing it, which could invoke feedback. This would make the circle round as after reviewing what has been learnt, it might lead to new experiences or problems that require the circle to start all over again.
What does this mean then when moving from a class room environment to a MOOC, which might be based on open learning, such as in connectivist moocs, or group based as is xMOOC providers are still trying to facilitate.
Education must address the technological way-of-being which is becoming dominant in everyday life. Part of this is the representation of things through abstract categories in order to make them manageable for efficient manipulation. There is extensive research evidence available, however, to show that the human should be kept in mind when designing and developing technologies. When talking about appropriate technologies I would like to refer to a blog post by George Siemens who earlier in the month highlighted five criteria of technology that would make them empowering for learners and reflective of a human in a creative-oriented future:
Does the technology foster creativity and personal expression?
Does the technology develop the learner and contribute to her formation as a person?
Is the technology fun and engaging?
Does the technology have the human teacher and/or peer learners at the centre?
Does the technology consider the whole learner?
Education must address the technological way-of-being which is becoming dominant in everyday life. Part of this is the representation of things through abstract categories in order to make them manageable for efficient manipulation. There is extensive research evidence available, however, to show that human interaction, such as dialogue, communication, collaboration, do enhance our thought processes. If we move away from human interaction, what might replace it?
Automated competency progress visualization -
Information recommender systems –
Learner support apps. based on activity and collaboration
My question to you is: Should information and resources be validated by humans?
There are indications that it would be advantageous to learners if they are pro-active themselves in shaping their information stream (Ihanainen & Moravec, 2011). One of the challenges for learners in conducting a fruitful serendipitous investigation would be a change in search strategy from looking something up and relying on brokers and search engine algorithms to filter search results and "push" information towards them, to taking personal control and foster more randomness in the information stream by "pulling" information themselves. Ideally, people should find ways of incorporating web-searching into their thinking and reflection processes and integrate it into their own technological system that streams their information, and that is related to their own personal context; an unfiltered but manageable store of resources (Boyd, 2010).
To a certain extent human beings do edit search engine algorithms (Goldman, 2010), but an important component to a search result is trust in the information provider, and could people ever trust a machine, even though it is tweaked by humans, to find really useful information especially to advance their learning? In the past teachers would be trusted with the decision making over resources, or individuals might browse the library shelves to find what they needed themselves, but in the open networked environment in which people now learn, all that is changing.
Learners use other resources than ones provided by educational institutions and instructors to support critical reflection and analysis. They also use information filters and commercial search engines, based on algorithms that make decisions about the information they receive on a daily basis. Search engines are very good at finding "relevant" information to a search, but not so good at information that is of a more capricious nature (Andre et al, 2009). They don't necessarily cater to advanced intellectual inquiry as their top search results merely reflect the general information needs of the population as a whole by bringing up relevant information based on key words. Google and Facebook algorithms provide us ‘with the information that they think we want to see, rather than all we can – and should. . . The way algorithms work means that the focus is on what we click on most often, rather than providing us with a “balanced information diet” that also includes things that are uncomfortable and challenging and that include other points of view’ (Zetter, 2011, p1.). What is hard to replicate in algorithm-driven searches, is serendipity; the chance of finding a gem of information, unrelated to a focused search, more as a by-product that stimulates creativity and thinking to arrive at a particular insight (Andre et al, 2009; Falconer, 2010).
Bouchard (2011) believes that this is not enough, and that for learning it would be desirable for information be filtered not only by learners themselves, but to also be validated by other human beings. Interaction with human beings is for most people at the heart of a quality learning experience and receiving information from friends, and friends of friends which might still be close in interest to the learner could enhance serendipity. Of course in the era of social media there are a myriad of opportunities to raise social presence and human interaction; one would even argue that the abundance of social networks and contacts makes choosing the right person to listen and talk to problematic. The challenge would be to manage this stream of communications effectively and to choose the best tools for human mediation to avoid being overwhelmed by the volume and dimensions. We carried out some exploratory research in serendipity in information streams on a Massive Open Online Course.
How might people receive feedback on their learning?
How can we create feedback loops in an open environment? 1. in enhancing serendipity after collecting massive amounts of discursive data.
2 to use an information aggregation filtering system based on people. This could be in the form of friends, or following people on Twitter
3. It could be by introducing mentors and have facilitators in the MOOC, or to create systems in which peers give feedback, which is of course challenging as it is difficult to scale in a MOOC
4. I agree with Stephen that diversity is important in this, but how would this diversity be created? Using filters of experts, such as Stephen with his OlDaily, to distribute information would be a start, but my data led me to believe that a more detailed look at the level and nature of communication and messaging in learning would be desirable to understand which factors would be important. In the research that Helene Forunier and I carried out on PLENK2010 we analysed data of using Twitter it made that people receive relevant information, but relevant with a twist, that is unexpected seemed to me to require a certain level of distance between the learner and the person supplying the information.
It is probably already clear to you that I value human involvement in learning. I also think it important that MOOCs contribute not only to learners own learning process and that of their peers during an open learning event, but also to the knowledge commons. The Web is a place where information is stored, in addition to a place where people come together and actively do something with this information and the available resources (perhaps to produce multimedia, share, remix, or build on information). It is not only access to information that is at stake but also public access to knowledge. According to Hess and Ostrom, this situation requires “a new way of looking at knowledge as a shared resource, a complex ecosystem that is a commons —a resource shared by a group of people that is subject to social dilemmas” (Hess & Ostrom, 2006, p. 3). For this to occur, MOOCs should be open and make available all resources. Moreover, learners’ active involvement in knowledge production, and in creating and contributing to knowledge, should be fostered. This viewpoint requires a pedagogical model that is not just based on traditional transfer of knowledge, but that involves active participation in the learning process, through which learners produce something of relevance. It involves communication with (knowledgeable) others to advance their learning as well as guidance on how to contribute to the knowledge commons. It is toward such ends that I advocate promoting a sharing across any and all learning environments.