eLearning NZ environment scan

The UniCollaboration Platform is an interactive online platform for telecollaboration and online intercultural exchange in higher education. It provides resources for teachers, coordinators, administrators and students, including sample projects and tasks, practitioner profiles, and training materials. Users can create tasks and describe classes to connect with other classes. It also includes social features like forums and messaging. The platform was developed by the Open University and University of Groningen, launched in February 2013, and will continue to be improved. It aims to support practitioners in setting up online exchanges between classes and students to track their development of telecollaboration skills.

A tool to help with a task Example: A writing assistant Cloud: An idea, resource or thought Example: This presentation Conference: A real-world event Example: DeHub 2011 Course: A structured learning path Example: An OER course Event: A scheduled activity Example: Webinar series Project: Collaborative work Example: JISC OER programme Tool: Software or web application Example: Google Docs Wiki: Collaborative web pages Example: This Cloudworks site So in summary... - Clouds are ideas

The document discusses learning design as a new approach to curriculum design that makes the design process more explicit and shareable. It outlines the Open University Learning Design Initiative which developed tools like CompendiumLD for visualizing designs and the Cloudworks site for sharing them. Evidence from trials showed these tools helped teachers design more effective learning activities that integrated technologies and pedagogical approaches. The initiative aims to foster more open and collaborative design through these online communities and representations.

Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.

This document summarizes a keynote presentation about designing learning in an open world utilizing new technologies. It discusses how social media and open educational resources provide opportunities for collaboration and sharing of resources. However, learners and teachers lack digital literacy skills to make effective use of these tools. The document outlines a vision for the future of learning leveraging new technologies. It also discusses challenges, including a lack of skills and issues integrating new tools. The presentation focuses on strategies to address these challenges through research on open educational practices and designing learning experiences that effectively combine pedagogy and technology.

The document discusses how new technologies and Web 2.0 practices can enable new approaches to teaching and learning. It introduces Cloudworks, a social networking site that aims to harness these technologies and practices to facilitate sharing of teaching ideas, resources, and questions. Cloudworks allows users to create "clouds" of information on various topics and comment on and follow others' clouds. The goal is to help educators make more innovative use of technologies and create better learning experiences, through resources on the site and opportunities for collaboration. An ongoing evaluation aims to enhance understanding of the approach's effectiveness and guide future developments.

The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.

Web 2.0 represents a shift from static web pages to a more dynamic web where users can interact and collaborate to create and share information. Key aspects of Web 2.0 include user-generated content through blogs and wikis, rich internet applications using techniques like AJAX, folksonomies using social tagging, and syndication of content through RSS and APIs. E-learning has also evolved from a focus on delivering content to learners to E-learning 2.0 which emphasizes users as co-developers of content and treats the learning platform as a space for collaboration and participation rather than just consumption of information.

The document discusses innovative teaching practices using new technologies and the opportunities and barriers they present. It explores why teachers should innovate given changing social and economic contexts, as well as the first and second order resistances to change like access issues, perceptions of roles, and beliefs. It proposes envisioning different futures for education through questions like redesigning learning spaces, increasing learner control, and connecting learning to communities.

The document discusses a project called IDEM DITO that aims to create one digital testing system for use across different faculties at the University of Groningen. The project examined different testing software packages and conducted pilot tests. Preliminary results found that no single package met all needs, but a combination of Blackboard and a dedicated testing program could work. Emerging plans include using Blackboard for registration and hosting tests, with tests created or taken in Blackboard or a testing application. Additional training and scheduling actions are needed as the system is implemented.

Digital technologies and education were discussed over three phases: multimedia/internet, learning design, and social media. Five key facets of technologies were reviewed: openness and the rise of OER/MOOCs; mobile learning and its benefits of learning anywhere; social media and participatory web; digital identity and online presence; and distributed cognition through access to vast information. Both advantages and disadvantages of technologies were considered, such as accessibility versus distraction. Future challenges were identified around new business models, skills gaps, and blurring boundaries between formal and informal learning.

The Digital Department project aims to develop the digital literacy skills of teaching administrators (TAs) at UCL. The project team will review current TA processes and digital skill needs, pilot workshops, and evaluate effects on the student experience. They plan to create an accreditation framework with an external organization and integrate digital literacy into TA induction and professional development. The end goals are to establish best practices, professionalize the TA role, and network with other institutions.

This document discusses the potential of Web 2.0 technologies to support social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural acceptance of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for social inclusion in education.

The teacher role in eLearning and the proposal to share Learning Objects. Speech at the Iceta Conference in Kosice (Slovakia), October 2004

Presentation for the JISC-CETIS conference 14-15th November 2006 in Manchester. Session title "Thinking the unthinkable".

Presentation by Adam Smith and Dr Sarah Atkinson from University of Brighton for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/

The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.

Exploring a framework for guiding pedagogical decision making in your school re investment in technology

Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus

Talk on 3D graphics and the future of education presented at the official launch of NextSpace on Thursday 28 February 2008

The document discusses the evolution of pedagogical approaches in virtual learning environments. It outlines key drivers of change including student volume, technology development, and learner choice. It contrasts traditional teacher-centered learning with new student-centered approaches using multi-sensory and collaborative learning. It proposes a framework for online learning that focuses on learning activities, resources, and supports rather than location. It also discusses tools for content creation, packaging, and delivery in virtual environments.

CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.

Keynote presentation to the Independent Schools Association of New Zealand - focusing on where the innovation really lies - with our practice. The environments enable a greater variety of practices to emerge, and encourage more participation and collaboration on the part of both teachers and students.

This document discusses the calculation of quartile deviation from both ungrouped and grouped data. It defines quartiles as values that divide a data distribution into four equal parts (Q1, Q2, Q3). The quartile deviation is half the difference between the first (Q1) and third (Q3) quartiles. It provides the steps to find Q1, Q3, and quartile deviation from ungrouped data by ranking scores and using quartile locators. For grouped data, it uses formulas involving class limits and cumulative frequencies to determine Q1 and Q3, then takes half their difference. An example calculation is shown.

This document summarizes trends in eLearning and provides guidance for schools. It discusses how technology can enhance pedagogy by facilitating connections, shared learning, and supportive environments. It also outlines changing student and teacher roles, issues of cyber citizenship, and emerging technologies like mobile learning and cloud computing. The document advocates developing a shared eLearning vision and focusing on collaborating with other schools while supporting student learning.

The document discusses various topics related to multimodal fluency and learning in the digital age including: - The need to ground online learning in learning theory and pedagogy to ensure effective design. - Different models of cloud computing like Infrastructure as a Service, Platform as a Service, and Software as a Service. - The importance of developing skills like information literacy, digital literacy, and interpersonal skills for learning and survival in the modern world. - Various teaching strategies like inquiry-based learning, problem-based learning, and constructivism that can be used with digital tools. - The use of tools like Google Sites, Flickr, Animoto, and WordPress to support constructivist and problem-based

This document summarizes the revised annual plan for 2010 at Tahunanui School. The strategic goal is to enhance high-quality learning through the use of ICT. By November 2011, the annual goal is for 90% of students to often use computers in their learning. The plan discusses infrastructure improvements such as new devices and wireless access, as well as professional development for teachers including individual sessions to help integrate technology into classroom learning. Next steps include further infrastructure upgrades and aligning teaching models with the school's values of developing 21st century learners.

The document discusses enabling flexible distributed learning at Oxford Brookes University. It defines flexibility as educational provision delivered through means that do not require students to attend particular classes or events at particular times and locations. The university aims to provide blended learning opportunities using a variety of technologies to increase flexibility while maintaining high levels of support and developing independent learners. Quality is ensured through frameworks and standards while allowing for different pedagogical approaches.

The document discusses internet-based distance education. It begins by explaining what the internet is and its architecture consisting of four tiers from backbone networks to organizational networks. It then discusses the foundations of internet-based distance education being student-centered learning. It contrasts instructor-centered vs learner-centered models and defines distance learning vs distributed learning. It outlines technologies used like course management systems and web 2.0. It discusses pedagogies and adoption cycles of e-learning. It concludes by outlining five standards for e-learning.

Introductory presentation given at Future Learning Landscape Workshop held at EC-TEL 2009. Presents some introductory elements about the state of research in pervasive learning, Web 2.0/Social Software and Semantic Web/Linked Data before discussing convergence

The document summarizes a 2011 leadership conference presentation on emerging technologies and their role in learning. It discusses trends like increased access to resources online, expectations for collaborative and mobile work, and cloud-based technologies. Data is presented on technology ownership and use of tools in courses. Examples of mobile learning initiatives are provided, such as apps for medical education. The presentation concludes by emphasizing the need to evaluate new technologies based on their ability to support learning goals and by surveying students and faculty about technology needs and preferences.

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.

The document discusses the potential benefits of information and communication technologies (ICT) in education, including improving access to information, supporting lifelong learning, and redressing inequalities. It outlines six pillars that form the foundation of South Africa's White Paper on e-Education, which are infrastructure, connectivity, ongoing professional development, educational portal and content development, research and evaluation, and human resources. The Thutong Education Portal was created to provide teachers and education officials access to curriculum-aligned resources and enable sharing of ideas through online communities.

This document discusses topics from an education stream held in Auckland from 29 June to 1 July 2011. The topics included: 1. The changing nature of education provision with institutions needing to become more collaborative in the networked age. 2. Building a national network for learning (NfL) to deliver educational content and services, which requires addressing infrastructure needs, collaboration opportunities, and policy issues around areas like cloud computing and equity of access. 3. Teaching teachers to effectively use new digital tools and environments, which requires identifying the new skills teachers need and ensuring professional development conditions support successful changes to practice.

This document summarizes key topics in educational technology presented by Derek Wenmoth at a learning conference in 2007. It discusses 1) upgrading school networks and infrastructure, 2) personalizing learning through technology, 3) ensuring systems are interoperable, 4) the role of ICT in early childhood education, 5) using e-portfolios, 6) addressing cyberbullying, 7) incorporating informal learning, 8) using games and simulations, 9) developing 21st century skills, and 10) managing ICT systems in schools. The document provides an overview and relevant links for further information on each topic.

The document discusses a study called the LLiDA project which aims to understand effective learning in the digital age. It examines conceptual frameworks around digital literacies, how they are supported in higher education institutions through audits and best practices, and evidence around successful learning outcomes. It describes activities at an event to discuss definitions of digital literacies and audit tools to collect data on institutional provision. Snapshots of best practices at one institution are presented, showing uses of online forums and social media to engage students before and after enrollment.

This document discusses how technology is changing research and learning. It notes that technologies like mobile devices, social networking, and cloud computing are becoming more ubiquitous. Researchers are now able to work from anywhere, collaborate globally, and make their work more openly accessible online. Learning is also becoming more personalized through individual learning environments across multiple devices. New models are needed to combine these technology affordances with good pedagogical approaches while addressing digital divides.

Presented during RTD on "Technological Applications and Innovations in Teaching" by Prof Jay Dalet (DB).

This document discusses trends in eLearning and education for the 21st century. It outlines how eLearning can transform learning by connecting schools and communities and supporting evidence-based practices. It also discusses ongoing work in New Zealand to improve connectivity, share online resources, and increase digital skills. Emerging trends include portable apps, browser-based tools, web 2.0 technologies, and a shift towards more personalized, lifelong learning without boundaries.