This document discusses using annotation systems and hyperlinking to document student connectivity in online courses. It summarizes a study analyzing student blog posts and tweets from 4 courses with 300+ participants. The study found students used hyperlinks to connect ideas across courses, provide context and examples, and cite references. Students linked to news, journals, websites, videos, and each other's work. Posts demonstrating high connectivity varied hyperlink types. Images and videos promoted connectivity when students created them and added context. The document concludes annotation systems like hyperlinking can support student connectivity, but instructors should discuss expectations and provide feedback to help students use hyperlinking skills.
Connected Assessment for Connected LearningLaura Gogia
The document discusses connected assessments for connected learning. It proposes generating metrics from student participation in online platforms like tweets, posts, and mentions. These metrics could provide real-time data for instructors and students to assess participation, contribution, connection, and interpretation in a classroom. Examples of assessment activities and units are provided, such as establishing a personal learning network and curating data sources. The proposed assessments aim to evaluate participation formatively and summatively in a way that is pedagogically aligned, flexible, and scalable.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Building and Leveraging Social NetworksLaura Gogia
A introduction to network theory and the principles behind developing professional relationships through social media. Includes references to the work of Howard Rheingold and Bonnie Stewart.
A brief ignite-style introduction to openly networked connected spaces - specifically, how the three concepts intersect in terms of learning design and educational contexts; part of a conference presentation for the AACU General Education and Assessment Meeting in New Orleans, February 17-20, 2016
Initial plans for a dissertation on creating an assessment toolkit for the purposes of grading college and university students in networked learning settings
This document summarizes a presentation about using social media for student recruitment and enrollment. It discusses defining social media and different types of social media. It emphasizes connecting with existing networks of current students, alumni and prospects, informing them through social media, and amplifying engagement. It provides examples of using Facebook, Twitter and other tools to promote events, share news, encourage interaction and measure effectiveness. Guidelines are presented for developing an effective social media strategy integrated with other communications.
Connected Assessment for Connected LearningLaura Gogia
The document discusses connected assessments for connected learning. It proposes generating metrics from student participation in online platforms like tweets, posts, and mentions. These metrics could provide real-time data for instructors and students to assess participation, contribution, connection, and interpretation in a classroom. Examples of assessment activities and units are provided, such as establishing a personal learning network and curating data sources. The proposed assessments aim to evaluate participation formatively and summatively in a way that is pedagogically aligned, flexible, and scalable.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Building and Leveraging Social NetworksLaura Gogia
A introduction to network theory and the principles behind developing professional relationships through social media. Includes references to the work of Howard Rheingold and Bonnie Stewart.
A brief ignite-style introduction to openly networked connected spaces - specifically, how the three concepts intersect in terms of learning design and educational contexts; part of a conference presentation for the AACU General Education and Assessment Meeting in New Orleans, February 17-20, 2016
Initial plans for a dissertation on creating an assessment toolkit for the purposes of grading college and university students in networked learning settings
This document summarizes a presentation about using social media for student recruitment and enrollment. It discusses defining social media and different types of social media. It emphasizes connecting with existing networks of current students, alumni and prospects, informing them through social media, and amplifying engagement. It provides examples of using Facebook, Twitter and other tools to promote events, share news, encourage interaction and measure effectiveness. Guidelines are presented for developing an effective social media strategy integrated with other communications.
Integrating Social Media into Your Curriculumpdelich
This document outlines a presentation about integrating social media into curriculum. It defines social media and Web 2.0, discusses why educators should use social media tools, and addresses concerns. Examples are provided of how to build community, improve communication, and share content using tools like blogging, microblogging, photosharing, and social networking. Hands-on activities and resources for educators interested in incorporating social media are also presented.
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.
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
University Of Winchester Blended LearningBex Lewis
This document discusses blended learning and its potential impact at the University of Winchester. It defines blended learning as combining online and face-to-face learning. It examines how blended learning can engage 21st century learners and what tools are already in use or being considered, such as Moodle, podcasts, and video. It also addresses measuring the value of blended learning and providing practical support for staff.
- An open learning project at Nottingham Trent University used digital technologies to improve students' skills in creating online content, understanding copyright and attribution, and working collaboratively.
- Before the project, many students lacked confidence creating online and understanding copyright. After participating, more students used open platforms for assignments and properly attributed sources.
- Students reported improvements in digital skills, referencing skills, understanding professional values, and valued working in groups through the open learning experience.
Social media has changed communication and knowledge sharing. It empowers individuals to become digital creators, curators, critics, and collaborators. Social media allows sharing through established platforms like LinkedIn, blogs, tweets, and newer digital mechanisms. Knowledge is now generated through discussions among internet participants, not just scholarly study. Digital technologies provide access to knowledge anywhere, anytime, though there are concerns about information overload. The lecture discusses using social media like LinkedIn, blogs, and Twitter to develop personal learning networks and sharing opportunities to advance scholarly practice in open ways.
This document discusses personal learning networks (PLNs) and professional learning networks. It provides information on how individuals can use their PLN for learning new things, asking questions, collaborating with others, finding validation, and staying connected with friends. It also discusses using tools like blogs, RSS feeds, and social networks to discover resources, have conversations, and form connections with other professionals to break through teacher isolation and collaborate. The goal of a PLN is to connect people and allow them to collaborate and contribute to each other's learning.
myDragonNet & Learning Platforms Part 2/2jahardman
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 explore the myDragonNet system and explore what it does for all members of a learning community.
The Human Element: An Essential Online Course ComponentWhitney Kilgore
The document summarizes research presented at the Sloan-C Emerging Technologies Conference on April 9th about using a MOOC to teach the Community of Inquiry framework. It discusses the importance of the human element and social presence in online courses. It provides information on course structure, participation rates, learner demographics, the role of the instructor, and how tools like blogs, videos and social media can enhance cognitive and social presence. The goal is to understand how to design online activities and discussions to engage learners and facilitate a community of inquiry.
Today's students have a wealth of e-tools (Internet, iPods, computers, and...) available to them to enhance their learning. How can we use these etools in parish or school settings with low-end or high-end tech environments?
SloanC Emerging Technologies Presentation April 8humanmooc
The document summarizes research on using online tools and strategies to build community and presence in a Massive Open Online Course (MOOC) on the Community of Inquiry framework. It discusses findings that using tools like blogs, Twitter, YouTube and VoiceThread can increase social presence. Instructor presence was enhanced through video introductions, announcements and facilitating discussions. The MOOC effectively supported cognitive presence through activities that sparked curiosity and motivation. Most participants agreed the course helped them apply knowledge and appreciate different perspectives. The summary provides an overview of best practices for maintaining an active online community through communication tools and instructor facilitation.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
Jane Challinor teaches a first year module on study skills and research skills for health and social care students. She wants to focus the module more on developing digital literacy skills, such as searching for information online and using social networks to collaborate. Her goals are for students to be more confident and discriminating when researching online, to manage their own personal learning environments, and to collaborate constructively. She plans to use a problem-based learning approach that is highly interactive and student-led. The module will make use of the institution's virtual learning environment but also social media outside the institution. Students will work in groups on projects around course-related research topics using a variety of tools.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
The document discusses trends in social media use in education, including results from a poll about blogging, podcasts, Twitter, Facebook, and YouTube usage. It outlines various practices for using social media in teaching like publishing course materials online and using platforms like blogs, Twitter, and Facebook for class discussions and assignments. Examples are given of specific courses and programs that integrate social media in different ways. Potential benefits discussed include opportunities for professional development, public scholarship, and engaging prospective and current students.
Undergraduate and Graduate Student Use of Social Media InfographicProQuest
The document presents survey results on students' use of social media for academic purposes. It finds that undergraduate students visit social media sites more daily on average than graduate students. Both groups are most likely to use social media to connect with other students and share research information with peers. Graduate students are more likely than undergraduates to use social media for research, accessing content via apps, and collaborating in workspaces. However, the top reasons students do not use social media for academic purposes are preferring to find information elsewhere and questioning the quality or reliability of information on social media. The document provides recommendations for libraries to better utilize social media, such as establishing presences on sites, organizing discipline-specific groups, and expanding information literacy instruction
The document discusses the impacts of social media on education from the past to the present and how it will change in the future. It covers topics such as the pros and cons of social media in education, online classrooms, and the importance of social media for education. Some of the key points made include that social media allows for greater student collaboration, encourages participation, and helps keep parents, teachers, and students informed. However, it can also be a distraction and enable cheating. Overall, social media is becoming more widely used in education.
Presentation by Patrick McAndrew and Rebecca Ferguson given at the 40th anniversary of the Computers and Learning research group CALRG40) at The Open University on 19 October 2018.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Integrating Social Media into Your Curriculumpdelich
This document outlines a presentation about integrating social media into curriculum. It defines social media and Web 2.0, discusses why educators should use social media tools, and addresses concerns. Examples are provided of how to build community, improve communication, and share content using tools like blogging, microblogging, photosharing, and social networking. Hands-on activities and resources for educators interested in incorporating social media are also presented.
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.
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
University Of Winchester Blended LearningBex Lewis
This document discusses blended learning and its potential impact at the University of Winchester. It defines blended learning as combining online and face-to-face learning. It examines how blended learning can engage 21st century learners and what tools are already in use or being considered, such as Moodle, podcasts, and video. It also addresses measuring the value of blended learning and providing practical support for staff.
- An open learning project at Nottingham Trent University used digital technologies to improve students' skills in creating online content, understanding copyright and attribution, and working collaboratively.
- Before the project, many students lacked confidence creating online and understanding copyright. After participating, more students used open platforms for assignments and properly attributed sources.
- Students reported improvements in digital skills, referencing skills, understanding professional values, and valued working in groups through the open learning experience.
Social media has changed communication and knowledge sharing. It empowers individuals to become digital creators, curators, critics, and collaborators. Social media allows sharing through established platforms like LinkedIn, blogs, tweets, and newer digital mechanisms. Knowledge is now generated through discussions among internet participants, not just scholarly study. Digital technologies provide access to knowledge anywhere, anytime, though there are concerns about information overload. The lecture discusses using social media like LinkedIn, blogs, and Twitter to develop personal learning networks and sharing opportunities to advance scholarly practice in open ways.
This document discusses personal learning networks (PLNs) and professional learning networks. It provides information on how individuals can use their PLN for learning new things, asking questions, collaborating with others, finding validation, and staying connected with friends. It also discusses using tools like blogs, RSS feeds, and social networks to discover resources, have conversations, and form connections with other professionals to break through teacher isolation and collaborate. The goal of a PLN is to connect people and allow them to collaborate and contribute to each other's learning.
myDragonNet & Learning Platforms Part 2/2jahardman
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 explore the myDragonNet system and explore what it does for all members of a learning community.
The Human Element: An Essential Online Course ComponentWhitney Kilgore
The document summarizes research presented at the Sloan-C Emerging Technologies Conference on April 9th about using a MOOC to teach the Community of Inquiry framework. It discusses the importance of the human element and social presence in online courses. It provides information on course structure, participation rates, learner demographics, the role of the instructor, and how tools like blogs, videos and social media can enhance cognitive and social presence. The goal is to understand how to design online activities and discussions to engage learners and facilitate a community of inquiry.
Today's students have a wealth of e-tools (Internet, iPods, computers, and...) available to them to enhance their learning. How can we use these etools in parish or school settings with low-end or high-end tech environments?
SloanC Emerging Technologies Presentation April 8humanmooc
The document summarizes research on using online tools and strategies to build community and presence in a Massive Open Online Course (MOOC) on the Community of Inquiry framework. It discusses findings that using tools like blogs, Twitter, YouTube and VoiceThread can increase social presence. Instructor presence was enhanced through video introductions, announcements and facilitating discussions. The MOOC effectively supported cognitive presence through activities that sparked curiosity and motivation. Most participants agreed the course helped them apply knowledge and appreciate different perspectives. The summary provides an overview of best practices for maintaining an active online community through communication tools and instructor facilitation.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
Jane Challinor teaches a first year module on study skills and research skills for health and social care students. She wants to focus the module more on developing digital literacy skills, such as searching for information online and using social networks to collaborate. Her goals are for students to be more confident and discriminating when researching online, to manage their own personal learning environments, and to collaborate constructively. She plans to use a problem-based learning approach that is highly interactive and student-led. The module will make use of the institution's virtual learning environment but also social media outside the institution. Students will work in groups on projects around course-related research topics using a variety of tools.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
The document discusses trends in social media use in education, including results from a poll about blogging, podcasts, Twitter, Facebook, and YouTube usage. It outlines various practices for using social media in teaching like publishing course materials online and using platforms like blogs, Twitter, and Facebook for class discussions and assignments. Examples are given of specific courses and programs that integrate social media in different ways. Potential benefits discussed include opportunities for professional development, public scholarship, and engaging prospective and current students.
Undergraduate and Graduate Student Use of Social Media InfographicProQuest
The document presents survey results on students' use of social media for academic purposes. It finds that undergraduate students visit social media sites more daily on average than graduate students. Both groups are most likely to use social media to connect with other students and share research information with peers. Graduate students are more likely than undergraduates to use social media for research, accessing content via apps, and collaborating in workspaces. However, the top reasons students do not use social media for academic purposes are preferring to find information elsewhere and questioning the quality or reliability of information on social media. The document provides recommendations for libraries to better utilize social media, such as establishing presences on sites, organizing discipline-specific groups, and expanding information literacy instruction
The document discusses the impacts of social media on education from the past to the present and how it will change in the future. It covers topics such as the pros and cons of social media in education, online classrooms, and the importance of social media for education. Some of the key points made include that social media allows for greater student collaboration, encourages participation, and helps keep parents, teachers, and students informed. However, it can also be a distraction and enable cheating. Overall, social media is becoming more widely used in education.
Presentation by Patrick McAndrew and Rebecca Ferguson given at the 40th anniversary of the Computers and Learning research group CALRG40) at The Open University on 19 October 2018.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Blended Learning, Student Engagement and Web 2.0: What’s the Connection?Norm Vaughan
The document discusses blended learning, student engagement, and how Web 2.0 technologies can enhance blended courses. It provides examples of how a psychology course at the University of Calgary incorporated various Web 2.0 tools like social bookmarking, wikis, and social networking to increase student collaboration, engagement, and academic achievement. Student feedback from surveys showed higher engagement and learning in the redeveloped blended course that integrated Web 2.0 technologies compared to the traditional face-to-face course.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
This document summarizes Randy Bass's presentation on "Integration and Integrity: Higher Education in the New Learning Ecosystem" given at the University of California System Conference. Bass discusses the tension between integrated, holistic education versus a disintegrated, unbundled approach. He proposes "rebundling" education with design principles that are learner-centered, networked, integrative, and adaptive. This would involve reconsidering boundaries between curriculum and co-curriculum to support the whole student and empower learners through community and visible assessment. Systems-level changes are needed to reconnect what has been separated and ensure education acts with integrity by cultivating students and serving public good.
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
This presentation discusses effective approaches for increasing student motivation in the classroom. It explores establishing a conducive learning environment, varying learning experiences through incorporating positive competition and other techniques. Research and the presenter's teaching experiences are used to demonstrate the important role motivation plays in student learning. Strategies discussed include setting goals, developing time management and study skills, using interactive materials and social media, and providing feedback to students. The overall goal is to help instructors maximize the value of student motivation.
This one hour webinar that took place on Thursday 10 September is aimed at everyone involved in providing video based services in higher education. We invited 3 experienced practitioners to tell up about their plans and the challenges they face for the coming year, they are:
Carlos Turró Ribalta, Head of Media Services department, Universitat Politécnica de Valencia, Spain
Thorleif Hallén, Senior Adviser/Manager Educational Technologies, UNINETT, Norway
Daniel Tan, Group Chief Learning Officer at the Taylor's Education Group, Malaysia
The main topics our panel is planning to discuss are:
Beyond campus wide implementation – How to get campus wide use?
Flipped videos or lecture capture – What path do we follow?
User Generated content – How do we manage it?
From note-taking to mind maps – how is the learning process changing?
Learning on the move – How is it done and what are the results?
Video segmentation – How to reuse the material in other courses?
1) The document discusses social bookmarking and the Blackboard Scholar tool for integrating bookmarks and resources into courses.
2) It provides examples of how instructors at different universities have used social bookmarking assignments to engage students with online resources.
3) The presentation concludes by outlining plans to further leverage the Blackboard Scholar tool to improve collaboration, sharing of resources between institutions, and the evaluation and discernment of online content.
This document discusses the importance of student engagement in online courses. It explains that engagement requires active participation from students as they manipulate course content and build their own knowledge. Well-designed online courses use a variety of communication tools, connect concepts to real-world examples, and expect frequent demonstrations of student progress. Examples of engaging activities mentioned include student-generated discussions, wiki projects, and student-led seminars. The document encourages instructors to help students take responsibility for their own learning and own their educational decisions.
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
This document discusses research on effective models for blended teacher professional development (PD). It proposes a model that provides:
1) Online access to digital content to enhance face-to-face PD experiences.
2) Extending face-to-face summer experiences online through discussions with colleagues about practices and strategies.
3) Interacting online in real-time with experts from organizations like NASA, NOAA, and NSF to discuss research and classroom applications.
4) Helping teachers develop long-term growth plans tailored to their needs and connecting them to resources and others with similar goals online, with opportunities for recognition.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
This document summarizes a presentation about leveraging assessments and technology for continuous course improvement. The presentation discusses using open educational resources (OER) to improve student success by increasing affordability and access. It promotes applying backward design principles to align outcomes, assessments, and content. The presentation also provides examples of active learning techniques like problem-based learning and role playing to engage students. Finally, it discusses using technology and learning analytics to continuously improve courses.
Towards cross-institutional learning (Sheffield Hallam, 19 April 12)Chrissi Nerantzi
This document discusses cross-institutional open learning through an example of academic development. It describes a collaborative problem-based learning module developed between two universities to allow learners to connect beyond their own institutions. The benefits included utilizing existing resources, developing resources collaboratively as open educational resources, and providing learners opportunities to join broader learning communities. Challenges included coordinating modules across institutions with different assessment requirements and facilitating peer learning and support in open online environments. The example demonstrated a shift from closed competitive programs to open collaboration between universities.
Open, online course in Professional EthicsMichael Rowe
Description of the design and implementation of an open, online course in Professional Ethics, that I ran during August 2013 in the Department of Physiotherapy, University of the Western Cape
This document discusses using a blended learning approach with Adobe Connect to deliver lectures online to 130 students. Students accessed online lectures, podcasts, and discussion forums. Feedback from students was positive, with many praising the increased engagement and participation compared to traditional lectures. Being able to type comments and questions was seen as less intimidating. The blended approach was found to enhance the learning experience and provide greater access to students.
Similar a Trailblazing and Annotation Systems: Documenting Connectivity through Hyperlinking (20)
An Educational Leadership class presentation describing how to use data and information visualization in team leadership, change management, and complex problem solving. Also skills for developing infographics
Annotation-Centric Assessment of Blogging in Higher Education Laura Gogia
Open Education Conference 2015 Presentation on preliminary results from a study that aimed to explore the appropriateness of assessing student performance through student annotation use in digital learning environments
Assessing Student Connectivity in the Connected Learning Spaces of Higher Edu...Laura Gogia
The document discusses assessing student connectivity in connected learning spaces in higher education. It focuses on understanding how students use online and digital tools to support their learning. The assessment seeks to understand factors like how often students interact online, what resources they access virtually, and how the online space facilitates collaboration with peers and instructors. The goal is to determine how connected learning spaces can be enhanced to better support student learning and engagement.
Open Access Publishing: An Author's PerspectiveLaura Gogia
This document provides an overview of open access publishing from an author's perspective. It defines open access as permitting users to access, use, and distribute scholarly articles without financial, legal, or technical barriers. The document discusses various open access models used by publishers, the gold and green routes for authors to pursue open access, trends in open access publishing numbers and disciplines, article processing charges, and resources for authors to consider open access options and evaluate journals.
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.
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Trailblazing and Annotation Systems: Documenting Connectivity through Hyperlinking
1. Trailblazing and Annotation Systems:
Documenting Connectivity through
Hyperlinking
Laura Gogia - @Googleguacamole
Virginia Commonwealth University
Academic Learning Transformation Lab
2. Connectivity
State of being able to recognize, understand, and
act on connections made across content, people,
space, and time.
Concepts People
Space & Time Connectivity
5. Connectivity is central to the
Virginia Commonwealth University
Quality Enhancement Plan.
Photo Credit: http://graduate.admissions.vcu.edu/why/
6. VCU aims to facilitate education that has
substantial and lasting impact beyond any
course, major, or degree. It aims to promote
learning that matters.
-- VCU Quality Enhancement Plan, 2014
7.
8. Opportunities
(beyond convincing faculty and students to work in public)
Documenting connectivity
Conversations with faculty & students
about the concept of connectivity
Triggering acts of connectivity
9. Course Evaluation – Student Assessment
If connectivity is to be supported and studied in
higher education settings, it is essential that we find
appropriate ways to document it.
Documentation is key.
10. Project Purpose
To develop an assessment toolbox, a collection of
digital strategies for documenting student progress
towards connectivity-related learning objectives.
Feasible – Scalable – Integrated – Sustainable
11. • Learners communicate ideas and information
effectively and intentionally within the course.
• Learners recognize and relate connected ideas
across courses, contexts, and time.
What do I want to
document?
12. • Learners engage in dialogue with others to
negotiate a shared meaning around processes and
products.
• Learners use networking strategies to amplify their
personal signal: researching, cultivating, and
engaging people productively.
13. Are there ways to take advantage of the
uniquely digital aspects of microblogging and
blogging processes and spaces?
14. Annotation Systems
(symbols, abbreviations, & phrases that are distinct from but
included within the communication, meant to demonstrate
communicative intent)
Hyperlinks – Mentions – Retweets – Hashtags
17. UNDERGRADUATE (n = 3): graduate (n = 1)
Class Sizes: 6-26 Students
Courses with formal open participants: 1
special topics
RESEARCH ELECTIVES
G e n e r a l
E d u c a t i o nDiscipline-based
FOUNDATIONS
20. Types & Sources
News and Periodicals
Scholarly Journals
Government & Organizational Factsheets
Wikipedia
You Tube
Course Website or Materials
21. Connections to the Course
To provide context for assumed audience
To connect to learning products
22. Connections to Themselves
To create a narrative across assignments
To link to previous work done in other
settings
23. Connections to Concepts
To define & provide additional information
To provide examples & illustration
To cite or provide a reference
24. Connections to Images
When students used images or videos they made
themselves, something creative and connected
always happened. Students were more likely to
do this when taught.
Students always gave videos a context. Not so for
photos.
Does “affordances of the web” translate to pretty
pictures?
25. Posts that demonstrated high levels of
connectivity also demonstrated variety in
hyperlinks.
Contexts Time Concepts
Description – Illustration – Examples – Citation –
Personal Connections – Course Connections
26. Connections to each other.
Digital grammar (particularly in undergraduates).
What Was Missing
28. Hyperlinks create opportunities for students to practice
connectivity in a variety of ways not supported by traditional
style formats.
Images and videos are most powerful when students know
how to make them themselves and are encouraged to do so.
It is important for instructors to talk about hyperlinking with
students if it is going to be used as a pedagogical exercise.
Potential area for assessments.
Take Home Points
Notas del editor
This project begins and ends with the concept of connectivity, defined as the state of being able to recognize, understand, and act on connections made across content, people, space, and time
You can look at connectivity through another lens – in terms of some fairly standard pedagogical terms – synthesis, collaboration, and reflection require connectivity across concepts, people, and our own lifetimes.
Or you can look at connectivity through the lens of pedagogical approaches; Dewey talked about the importance of social context for learning, social learning is based in interpersonal interaction, and the newer digital pedagogies are all centered on this concept of connectedness.
Connectivity plays a huge role in how we consider learning at my home university.
Our Vice Provost of Learning Innovation and Student Success, Gardner Campbell, is dedicated to creating an environment that has a cultural commitment to “learning that matters,” with a lasting impact beyond any course, major, or degree.
And to make that happen, VCU is trying to innovate opportunities for faculty, students, and the community that are creative, holistic, integrative – and we are attempting to achieve that through a framework of open education and connected learning.
We are at the beginning of this massive experiment, but a broad-stroked concept of connected learning is beginning to emerge.
we tend to promote connected courses as those which are implemented through public course websites and involve student blogging and tweeting in public spaces.
There are a lot of interesting opportunities around this initiative. There are significant challenges in convincing faculty and students to work in public, but once we get them there, what next? How do we talk to faculty and students about the importance of connectivity, encourage acts of meaningful connectivity, and then document it?
And documentation is key – because documentation through assessment and evaluation plays an essential role in contemporary higher ed settings.
Therefore, the purpose of my work is to create an assessment toolkit – a collection of strategies from which faculty can pick and choose and adapt—that tell stories of connectivity while also being feasible, scalable, integrated, and sustainable – in the sense of peer and self assessment.
So when doing things like this, I like to work backwards – what exactly am I hoping students will be learning in these communities? What exactly am I trying to document? Given my definitions of connectivity that I shared before, I am hoping that students will communicate ideas and information effectively and intentionally within the course; recognize and relate connected ideas across courses, contexts, and time,
Engage in dialogue with others around learning processes and products; and learn to use networking strategies to amplify their personal signal or someone else’s signal if they choose.
And I would like to do it in a way that takes advantage of the uniquely digital aspects of blogging and tweeting.
So I have focused on annotation systems, which are the symbols, abbreviations, and phrases included within the text of the post or tweet that have separate meaning from the content and are meant to demonstrate communicative intent.
Examples include: hyperlinks, mentions, retweets, hashtags.
AndI have data and very detailed things to say about all of them but today I want to focus on one little section of the project...
So let’s start with some basic numbers
In the summer of 2015, VCU ran five 8 week-long summer courses that fit our (loose, emerging) Connected Learning concept – they were fully online, they were implemented on public course websites, and students blogged and tweeted as part of the course design. I looked at four of the five. Those four courses generated a collection of 1618 posts and 5343 tweets from more than 300 people, 60 of whom were registered VCU students.
Course contexts varied across topics, disciplines, student level, and instructional designs – entirely different, actually. One of them was truly an “open” course in the sense that the course instructors actively recruited and promoted open participation and these open participants added their blogs to the course blog roll, etc.
Of the 1618 blog posts available, I sampled 496 – all generated by enrolled VCU students and in the case of the course with enrolled open participants, I included them as well. Within those 496, I extracted 1189 hyperlinks. I had to manually extract them but it can be done automatically. I followed the hyperlinks and catalogued the type of document, source of document, the apparent purpose of the hyperlink, and took note of the digital grammar around them (meaning broken links, awkwardly embedded or visible urls).
A typology emerged around hyperlinking.
Students connected to things that made sense given their level and the course. Categories across type included scholarly journal articles, news and magazines, government and organizational factsheets
They used these links to make connections to different things.
The first was connections to the course – the graduate students (not the undergrads) would link back to the course website to provide context for an assumed audience – here’s why I’m writing this. Or links were used to connect to or embed assignments when faculty asked students to create non-text based learning assignments like infographics or concept maps
Links helped students create a narrative across posts – I saw this in the course where blogging assignments purposefully built on each other. So the student would say Earlier, I did this...(and link to the earlier blog post) now I’m doing this....” so the links helped make the learning narrative more concrete.
And across concepts.
And this is where things start to get interesting.
While some students were quick to use hyperlinks in ways that were consistent with traditional style guides (graduate students, in particular, especially hyperlinks to scholarly articles), hyperlinking seemed to open up the possibilities of how students linked to things beyond linearity. Some students – and not just the grad students – used hyperlinks to link to examples, further description or embed diagrams in ways that would not have been encouraged by traditional style formatting.
Let’s talk a little bit about images, because they were everywhere – across the courses.
In all cases, students had reasons to include videos. They illustrated, they provided more information. And students always explained why they were there.
Pictures were much more likely to be there just because they were pretty – particularly in the classes in which faculty told the students to make their blogs different than a written assignment but then didn’t give them much more guidance than that. I was kind of left thinking that when you tell students (graduates and undergraduates) to use the affordances of the web, they think that means to add some pictures.
However, two things stuck out. First – when students used their own photos – there was always a story – they always explained the personal connection they were making between the photo and the topic. Second – when the instructional designs required students to learn certain creative platforms early on in the process (like how to use canvas to make an infographic), students started making their own illustrations for subsequent assignments and then explaining what was in the illustration – it’s as if they took over more ownership of the process.
Also, it wasn’t about the number of links – because students could have a long list of references at the bottom of their posts – and many of the graduate students did; posts that demonstrated more types of connectivity demonstrated different types and purposes for hyperlinks.
There was a lot missing, actually. All students weren’t perfect – far from it. There was a full spectrum of hyperlink uses.
But what was almost always missing?
While students often mentioned each other in their blog posts, they missed opportunities to link to each other’s posts.
When instructors made hyperlinking important through modeling, explicit expectations around hyperlinking, and pointed feedback, students tended to respond.
When instructors made hyperlinking important through modeling, explicit expectations around hyperlinking, and pointed feedback, students tended to respond.
When instructors said “use the affordances of the web” students tended to think that meant writing casually, adding emoticons, and adding photos.