Implementing elearning organization-wide - Case Lapland University of Applied...Anu Pruikkonen
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This document discusses the implementation of eLearning organization-wide at Lapland University of Applied Sciences after two universities merged in 2014. It notes that the university has strategically chosen to implement most adult education online since 2003. It currently has approximately 20,000 hours per month of virtual classroom use, 95% of teachers teach online, and over 1,000 students study mainly online. The university provides eLearning support services and has integrated teaching, studying, and support processes. Moving forward, it aims to further develop online courses, teaching skills, and restructure services to create a more accessible and user-friendly virtual campus.
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Tietokoneet kaikille -hankkeeseen liittyv辰 esitys KTAMKin kehitt辰misp辰ivill辰 16.9.2010. P辰辰pointtina pedagogisen toimintakulttuurin muutoksen edist辰minen.
Nutraceutical and functional food regulations in the United States and around...oubibyan1786
油
Nutraceutical and functional food regulations in the United States and around the world Third Edition Bagchi
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People Power Unarmed Resistance And Global Solidarity Howard Clarknjdbwlay1425
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Internet of Things: Enabling Technologies, Security and Social Implications (Services and Business Process Reengineering) Santosh Kumar Pani
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African Perspectives on Ethics for Healthcare Professionals Nico Nortj辿eqwcsxbmnh1083
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Consultants and Consultancy the Case of Education 1st Edition Helen M. Guntervzsusompvo239
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Carbons For Electrochemical Energy Storage And Conversion Systems 1st Edition Francois Beguin
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Avoimet oppimateriaalit (OER) ja teko辰ly_ty旦paja_Rekola_20250604.pdfrekolamika
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Materiaalikuvaa Pedaforum 2025 ty旦pajan alustusta ja ryhm辰t旦iden kirjauksia. Ty旦pajan tavoitteena on perehdytt辰辰 osallistujat avoimien oppimateriaalien (engl. Open Educational Resources, OER) kehitt辰miseen, hallinnointiin ja jakamiseen teko辰lyn avulla sek辰 tarkastella siihen liittyvi辰 eettisi辰 ja oikeudellisia kysymyksi辰, kuten tekijyyteen ja tekij辰noikeuteen liittyv辰t kysymykset. Kohderyhm辰n辰 ovat korkeakoulujen opettajat, opintohallinnon ja kirjastojen henkil旦st旦, joka hy旦dynt辰辰 tai suunnittelee hy旦dynt辰v辰ns辰 teko辰ly辰 opetuksessa ja materiaalien tuotannossa ja jakelussa.
Ty旦paja liittyy ajankohtaiseen keskusteluun teko辰lyn roolista korkeakouluopetuksessa ja avoimissa oppimateriaaleissa. Avoimet opetus- ja oppimisk辰yt辰nn旦t (engl. Open Educational Practices, OEP) voivat tarjota laadukkaita oppimateriaaleja laajaan k辰ytt旦旦n. Ne haastavat perinteisi辰 opetustapoja ja mahdollistavat opettajien vertaisoppimisen ja -arvioinnin heid辰n jakaessaan toisilleen oppimateriaalejaan ja saadessaan niist辰 palautetta.
Teko辰ly辰 voidaan k辰ytt辰辰 OER materiaalin automaattisessa sis辰ll旦n analyysiss辰 varmistaen tietyt laatustandardit, kuten faktantarkistamisen, luettavuuden ja esteett旦myyden. Materiaalin laadun varmistamisessa vertaisarviointij辰rjestelmill辰 teko辰ly voi l旦yt辰辰 parhaat arvioijat kullekin materiaalille sek辰 automatisoida arviointity旦t辰.
Teko辰ly voi tukea personoituja oppimiskokemuksia analysoimalla opiskelijoiden suorituksia ja mukauttamalla oppimateriaalit yksil旦llisten tarpeiden mukaan. Opettajille t辰m辰 asettaa vaatimuksia kykyyn soveltaa teko辰ly辰 monipuolisesti avoimien oppimateriaalien laatimisessa, kehitt辰misess辰 sek辰 my旦s oppimisen arvioinnissa.
Teko辰lyn uhat OER:n tuotannossa ja k辰yt旦ss辰 liittyv辰t ns. hallusinaatiovirheisiin, joiden seurauksena oppimateriaalit sis辰lt辰v辰t virheellist辰 tietoa tai ett辰 niiden laatu arvioidaan v辰辰rin. Teko辰lymallit voivat peri辰 ennakkoluuloja ja ep辰tasapuolisuutta niiden koulutusdatasta ja siten heikent辰辰 materiaalien monimuotoisuutta ja kattavuutta.
Ty旦pajassa k辰sitell辰辰n erityisesti digitaalisten ty旦kalujen ja teko辰lyn vaikutuksia oppimateriaalien kehitt辰miseen. Aloitamme lyhyell辰 esityksell辰 aiheesta, mink辰 j辰lkeen ty旦skennell辰辰n ryhmiss辰, joissa tarkastellaan teko辰lyn roolia oppimateriaalien hallinnassa, vertaisoppimisessa sek辰 eettisiss辰 ja oikeudellisissa kysymyksiss辰. Ryhm辰t esittelev辰t ty旦ns辰 tulokset yhteiseen keskusteluun. Lopuksi osallistujat arvioivat oppimaansa ja pohtivat teko辰lyn soveltamista omassa opetuksessaan ja oppimateriaalin tuottamisessa ja hy旦dynt辰misess辰.