My erasmus' experience. By José Mora
Download as odp, pdf0 likes1,332 views
The document summarizes a 5-day Erasmus experience at the University of Calabria in Italy in May 2012. It provides details about the university, which has 36,000 students and was established in 1972. It also lists the activities and objectives for each day of the experience, which included analyzing eLearning tools, creating a blog to share the experience, attending a seminar on eLearning, and meeting to establish collaborations between the universities.
1 of 7
Download to read offline
Ad
Recommended
Project based learning
Project based learningmcneel8Project-based learning involves students working together to address real-life problems, with teacher support. It promotes critical thinking and social skills. Students research independently then combine their findings to create a presentation, learning time management, communication, and collaboration. For example, a group researched the Underground Railroad using online sources, books, videos, and maps, then combined their individual work into a joint project.
Project based learning
Project based learningheatherdejProject-based learning involves students working together to address real-life problems, with teacher support. It promotes critical thinking and social skills. Students research independently then combine their findings to create a presentation, learning time management, communication, and collaboration. For example, a group researched the Underground Railroad using online sources, books, videos, and maps, then combined their findings into a joint project.
2nseminar final
2nseminar finalSUNY OneontaThis document discusses the opportunities and challenges of using Web 2.0 technologies in education. It defines Web 2.0 as technologies that enable user collaboration, communication, and content creation through social software like wikis, blogs and social networks. The document outlines how Web 2.0 allows new forms of learning through collaboration, publishing, and exploring online. However, it also notes challenges like students becoming distracted or disconnected from offline learning. Finally, it proposes that Education 2.0 could reimagine teaching by leveraging Web 2.0 tools to change teacher and student roles, institutional structures, and curriculum design.
Discovering my PLE
Discovering my PLEMavic PinedaThe document discusses the concept of a Personal Learning Environment (PLE) and Personal Learning Network (PLN), highlighting various educational theories such as social learning theory, self-efficacy, Vygotsky's social constructivism, and connectivism. It emphasizes the importance of technology in learning and provides a step-by-step guide on how to visualize one's PLN using the tool MindMeister, which includes identifying major learning interests and sources of information. The author invites collaboration from science education students and shares personal contact information for further engagement.
Ben Bachmair Mobile Portfolios
Ben Bachmair Mobile PortfoliosmymobileeuThe document discusses using mobile portfolios to support learning for at-risk students, with examples of how students in a media studies program used photos and other media on their mobile phones to document their learning experiences both inside and outside of class, including investigating their college campus, group projects using presentation software, and sharing artifacts in a reflective portfolio.
Pgde presentation
Pgde presentationPaul CaseyThe document provides tips and advice for teachers going through their probation year. It recommends attending an induction at the local authority before the school year starts and arranging a school visit. It also suggests focusing on setting up your classroom, organizing resources, and getting to know your pupils during the first week. The document further encourages involvement in wider school activities, professional learning networks, ongoing professional development, and avoiding overcommitting by saying no sometimes.
Teaching and learning together csun 2012
Teaching and learning together csun 2012maurastrianoThe project 'Teaching-Learning Together and For Each and Everyone' aims to create inclusive learning environments that promote collaboration and social integration among individuals with varying abilities. Funded by the Italian Ministry of Education, it involves multiple universities and utilizes web technology to facilitate communication and resource sharing. The project emphasizes personalized learning through tutoring and aims to enhance student involvement and self-reflection in educational activities.
Some experiences Some Experiences with Cooperative Freedom and Transparency i...
Some experiences Some Experiences with Cooperative Freedom and Transparency i...Mestrado em Pedagogia do eLearningThis document summarizes Morten Flate Paulsen's experience teaching an online course at Universidade Aberta in Portugal. Some key points:
1. Paulsen taught an online course on e-learning processes to about 20 master's students per semester. He emphasized cooperative freedom, transparency, and using Web 2.0 tools.
2. Students published their coursework, including annotated bibliographies and learning objects, on open blogs and websites. This allowed their work to be visible to anyone online.
3. Paulsen wanted to demonstrate cooperative freedom, online teaching techniques, and transparency through the course. However, having students' work be so openly accessible made some tutors and students uncomfortable.
4.
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...Morten Flate PaulsenThis document summarizes Morten Flate Paulsen's experience teaching an online course at Universidade Aberta in Portugal. Some key points:
1. Paulsen taught an online course on e-learning processes to about 20 master's students per semester. He emphasized cooperative freedom, transparency, and using Web 2.0 tools.
2. Students published their coursework, including annotated bibliographies and learning objects, on open blogs and websites. This allowed their work to be visible to anyone online.
3. Paulsen wanted to demonstrate cooperative freedom, online teaching techniques, and transparency through the course. However, having students' work be so openly accessible made some tutors and students uncomfortable.
4.
Aberta mortenpaulsen
Aberta mortenpaulsenHospital FaroMorten Flate Paulsen taught an online course at Universidade Aberta in Portugal on cooperative freedom and transparency in online learning. The course had students publish their work openly on blogs and learning platforms to demonstrate these concepts. Students created learning objects, annotated bibliographies, and participated in online discussions. Their work was distributed across many websites and difficult to overview. While this extreme transparency provided opportunities for feedback, many tutors and students may not be comfortable with such openness. Paulsen hopes to continue collaborating with UA and other universities on international online courses.
Gpacw 2010 ple slides
Gpacw 2010 ple slideserhetoricThe document discusses personal learning environments (PLEs) and networks as crucial elements in informal and complex learning processes. It emphasizes the role of connectivist pedagogy and collaborative learning through massive open online courses (MOOCs). Additionally, it suggests integrating PLE activities into traditional classroom settings to enhance student engagement and responsibility in learning.
STUDENT EXPERIENCES IN A COURSE BLENDED LEARNING
STUDENT EXPERIENCES IN A COURSE BLENDED LEARNINGRuth S. Contreras EspinosaThis research paper evaluates student satisfaction in a blended learning course named 'Fascination', developed collaboratively by institutions in Spain and Thailand. It measures the course's effectiveness through a questionnaire capturing various dimensions of student experiences, highlighting positive correlations with active participation in video conferencing and podcasting. The results emphasize the importance of engagement and provide insights for future course improvements.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_SecretariatThis 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.
Thoughts on Future University in 2030
Thoughts on Future University in 2030Diana AndoneThe document presents a comprehensive vision for the future of education at Politehnica University of Timisoara by 2030, emphasizing the integration of digital technologies, innovative instructional approaches, and open educational resources. It outlines various initiatives, including online courses, virtual mobility programs, and collaborative learning environments aimed at enhancing students' skills in a digital ecosystem. Key themes include lifelong learning, co-creation, and the importance of a flexible, community-driven educational framework.
Happy To Connect
Happy To ConnectState University Milan BicoccaThe document outlines the Qua_Si doctoral program at the University of Milan-Bicocca, which focuses on interdisciplinary research related to the information society, integrating technological, economic, social, and legal aspects. It highlights the committee structure overseeing the program and the roles involved in supervising research training, as well as detailing the 'Children and Computer' research project that examines how preschool children engage with digital technologies. Key research methodologies include ethnographic and qualitative methods to understand children's learning processes in educational contexts involving ICT.
eLearning Papers - Special edition 2008
eLearning Papers - Special edition 2008eLearning PapersThe 2008 special edition of 'elearning papers' focuses on promoting innovation in lifelong learning through various articles that explore the impact of eLearning across different sectors. It discusses themes such as redefining eLearning territories, the importance of open educational resources, and digital inclusion strategies, emphasizing the social consequences and opportunities offered by technology in educational contexts. The edition aims to enhance knowledge sharing and best practices in eLearning, backed by contributions from various educational stakeholders.
Learning with new technologies. The case of Second Life
Learning with new technologies. The case of Second Lifeelena.pasquinelliThe document discusses the use of virtual and telepresence technologies in education. It notes that these technologies can enable new forms of learning through simulations and remote collaboration. However, it also raises ethical questions about their effects on teacher-student relationships and the need to distinguish real from virtual experiences. The document advocates for developing dedicated educational tools rather than using general virtual worlds like Second Life, with a focus on complementing rather than replacing teachers.
Formalization of Social Knowledge through a Personal Learning Environment app...
Formalization of Social Knowledge through a Personal Learning Environment app...blueflavioThe PhD dissertation by Flavio Manganello explores the formalization of social knowledge through a personal learning environment (PLE) approach, addressing challenges faced by novice learners in communities. It proposes a methodology that integrates technological and pedagogical frameworks to enhance knowledge sharing and management within e-learning systems. The research highlights the importance of a structured PLE in facilitating the dynamic and social nature of learning and suggests future work to implement and validate this approach.
Online students initiate informal learning practices using social tools
Online students initiate informal learning practices using social toolseLearning PapersThis study evaluates the informal learning practices of online students at the University of Barcelona, focusing on their use of Web 2.0 tools for communication and knowledge sharing. Preliminary results indicate that while students engaged actively in social networks for both academic and informal purposes, their learning was primarily conceptual rather than practical for workplace skills. The findings suggest a need for better integration of formal and informal learning processes to enhance the applicability of social tools in professional settings.
Inclusive On-line Learning Environments. New Approaches and Possible Applicab...
Inclusive On-line Learning Environments. New Approaches and Possible Applicab...theijesThe document discusses the innovative use of multimedia and information technology to create inclusive online learning environments for students in higher education, particularly those with disabilities. It details the research aims, methodologies, and outcomes of a project conducted at the University of Rome 'Foro Italico', which aimed to improve skill development and foster an inclusive educational culture through e-learning. The findings highlight that an inclusive online environment positively enhances learning experiences and soft skills across diverse student groups.
Distance learning
Distance learningDokovska NatashaThis document discusses distance learning education for adult women entrepreneurs. It defines distance learning as a method that does not require physical presence, allowing lifelong learning opportunities. It notes there are over 130 million online students globally, with an annual growth rate of around 20% and $23 billion spent annually on distance learning. The document outlines the 5 generations of distance learning and benefits such as flexibility and accessibility. It explores tools for distance learning like educational software and Web 2.0 technologies that enable social interaction and user-generated content. Both positive aspects like open access and negatives are discussed.
Teaching as Community Management: Engaging Learners through Online Discussions
Teaching as Community Management: Engaging Learners through Online DiscussionsAlexandre EnkerliThis document discusses using online discussions to engage learners through community management. The author proposes that teachers take on the role of community manager by using forums and simple tools to broaden learning experiences beyond the traditional classroom. The goal is to enhance learner engagement by transforming classes into online communities. Teachers are encouraged to rethink their pedagogy and expectations around technology to create appropriate online discussions that are driven by students.
Open Context Model of Learning & Craft of Teaching
Open Context Model of Learning & Craft of TeachingLondon Knowledge LabThe document discusses the co-creation model of learner-generated contexts (LGC) in education, emphasizing the need for collaborative learning environments that adapt to the needs of learners, teachers, and policy makers. It critiques current educational policies influenced by globalization while advocating for more responsive and participatory approaches in teaching and learning practices. Furthermore, it highlights the importance of integrating digital literacies and technologies to enhance pedagogical frameworks and propose new methodologies for education.
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...Brussels, BelgiumThe document outlines an interdisciplinary learning course held at the Future Classroom Lab in Brussels, focused on STEM education in primary schools. It emphasizes the integration of various academic disciplines, enabling students to gain a comprehensive understanding of topics through collaborative projects. The course includes group work aimed at developing lesson plans that utilize innovative teaching tools and methods from the Future Classroom Lab.
Conole mexico keynote
Conole mexico keynotegrainneThis document discusses new technologies and their implications for education and web citizenship. It covers topics like social media, open educational practices, and new pedagogical approaches enabled by technology. Key points include a shift from content repositories to user-generated content, different models of e-learning, the potential of open educational resources, and a vision of openness through practices like open design, delivery, and research.
Presentació EDUS. III Jornada de Membres eLC. 5 març 2013
Presentació EDUS. III Jornada de Membres eLC. 5 març 2013eLearn Center (Universitat Oberta de Catalunya)This document discusses how tablet technology promotes interaction and creativity in older adults. It references an article from the UOC website about an iPad project that fostered interaction among older people. The article notes that high time pressure inhibits individual and collective creative processes.
I
IJane SeckerThe document summarizes a presentation given by Jane Secker on researching information literacy. It discusses definitions of information and digital literacy, models of information literacy, and examples of how information literacy is taught at the London School of Economics. It also outlines Secker's current and upcoming research projects on information literacy including the DELILA project and her Arcadia Fellowship.
Online Information 2008 ORT Argentina Virtual Campus V X
Online Information 2008 ORT Argentina Virtual Campus V XGuillermo LutzkyThe ORT Argentina Virtual Campus project sought to promote knowledge creation and sharing through collaborative work on its virtual campus. It implemented various Web 2.0 tools like blogs, social bookmarking, and video sharing to encourage interaction between students, teachers, administrators, and parents. Usage of the virtual campus grew substantially, with over 600 blogs and high levels of engagement. The project helped transform the school's culture and knowledge management practices, and provided new spaces for dialogue within the educational community.
My uoc mobil
My uoc mobilOffice of Learning Technologies, Universitat Oberta de CatalunyaThis document discusses the development of a new multi-device application called iUOC for the Universitat Oberta de Catalunya. It aims to create an accessible, intuitive app that can be used quickly across different devices. The application would allow students at the university to access resources and interact with the community from any mobile device. The document promotes further engagement with the project through the iCommunity blog.
How to design a mobile learning environement csedu 2014
How to design a mobile learning environement csedu 2014Office of Learning Technologies, Universitat Oberta de CatalunyaThe document discusses recommendations for designing a mobile learning environment based on student perceptions from a case study at Universitat Oberta de Catalunya (UOC). The case study found that (1) students primarily use laptops and desktops for schoolwork and smartphones less frequently, (2) UOC's existing mobile offerings had little awareness but met some needs, and (3) students preferred a single, comprehensive native app over separate mobile apps. The recommendations are to develop a single native app that provides the most relevant services and functions, is user-driven, and offers document management, messaging, and a positive student experience.
More Related Content
Similar to My erasmus' experience. By José Mora (20)
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...Morten Flate PaulsenThis document summarizes Morten Flate Paulsen's experience teaching an online course at Universidade Aberta in Portugal. Some key points:
1. Paulsen taught an online course on e-learning processes to about 20 master's students per semester. He emphasized cooperative freedom, transparency, and using Web 2.0 tools.
2. Students published their coursework, including annotated bibliographies and learning objects, on open blogs and websites. This allowed their work to be visible to anyone online.
3. Paulsen wanted to demonstrate cooperative freedom, online teaching techniques, and transparency through the course. However, having students' work be so openly accessible made some tutors and students uncomfortable.
4.
Aberta mortenpaulsen
Aberta mortenpaulsenHospital FaroMorten Flate Paulsen taught an online course at Universidade Aberta in Portugal on cooperative freedom and transparency in online learning. The course had students publish their work openly on blogs and learning platforms to demonstrate these concepts. Students created learning objects, annotated bibliographies, and participated in online discussions. Their work was distributed across many websites and difficult to overview. While this extreme transparency provided opportunities for feedback, many tutors and students may not be comfortable with such openness. Paulsen hopes to continue collaborating with UA and other universities on international online courses.
Gpacw 2010 ple slides
Gpacw 2010 ple slideserhetoricThe document discusses personal learning environments (PLEs) and networks as crucial elements in informal and complex learning processes. It emphasizes the role of connectivist pedagogy and collaborative learning through massive open online courses (MOOCs). Additionally, it suggests integrating PLE activities into traditional classroom settings to enhance student engagement and responsibility in learning.
STUDENT EXPERIENCES IN A COURSE BLENDED LEARNING
STUDENT EXPERIENCES IN A COURSE BLENDED LEARNINGRuth S. Contreras EspinosaThis research paper evaluates student satisfaction in a blended learning course named 'Fascination', developed collaboratively by institutions in Spain and Thailand. It measures the course's effectiveness through a questionnaire capturing various dimensions of student experiences, highlighting positive correlations with active participation in video conferencing and podcasting. The results emphasize the importance of engagement and provide insights for future course improvements.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_SecretariatThis 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.
Thoughts on Future University in 2030
Thoughts on Future University in 2030Diana AndoneThe document presents a comprehensive vision for the future of education at Politehnica University of Timisoara by 2030, emphasizing the integration of digital technologies, innovative instructional approaches, and open educational resources. It outlines various initiatives, including online courses, virtual mobility programs, and collaborative learning environments aimed at enhancing students' skills in a digital ecosystem. Key themes include lifelong learning, co-creation, and the importance of a flexible, community-driven educational framework.
Happy To Connect
Happy To ConnectState University Milan BicoccaThe document outlines the Qua_Si doctoral program at the University of Milan-Bicocca, which focuses on interdisciplinary research related to the information society, integrating technological, economic, social, and legal aspects. It highlights the committee structure overseeing the program and the roles involved in supervising research training, as well as detailing the 'Children and Computer' research project that examines how preschool children engage with digital technologies. Key research methodologies include ethnographic and qualitative methods to understand children's learning processes in educational contexts involving ICT.
eLearning Papers - Special edition 2008
eLearning Papers - Special edition 2008eLearning PapersThe 2008 special edition of 'elearning papers' focuses on promoting innovation in lifelong learning through various articles that explore the impact of eLearning across different sectors. It discusses themes such as redefining eLearning territories, the importance of open educational resources, and digital inclusion strategies, emphasizing the social consequences and opportunities offered by technology in educational contexts. The edition aims to enhance knowledge sharing and best practices in eLearning, backed by contributions from various educational stakeholders.
Learning with new technologies. The case of Second Life
Learning with new technologies. The case of Second Lifeelena.pasquinelliThe document discusses the use of virtual and telepresence technologies in education. It notes that these technologies can enable new forms of learning through simulations and remote collaboration. However, it also raises ethical questions about their effects on teacher-student relationships and the need to distinguish real from virtual experiences. The document advocates for developing dedicated educational tools rather than using general virtual worlds like Second Life, with a focus on complementing rather than replacing teachers.
Formalization of Social Knowledge through a Personal Learning Environment app...
Formalization of Social Knowledge through a Personal Learning Environment app...blueflavioThe PhD dissertation by Flavio Manganello explores the formalization of social knowledge through a personal learning environment (PLE) approach, addressing challenges faced by novice learners in communities. It proposes a methodology that integrates technological and pedagogical frameworks to enhance knowledge sharing and management within e-learning systems. The research highlights the importance of a structured PLE in facilitating the dynamic and social nature of learning and suggests future work to implement and validate this approach.
Online students initiate informal learning practices using social tools
Online students initiate informal learning practices using social toolseLearning PapersThis study evaluates the informal learning practices of online students at the University of Barcelona, focusing on their use of Web 2.0 tools for communication and knowledge sharing. Preliminary results indicate that while students engaged actively in social networks for both academic and informal purposes, their learning was primarily conceptual rather than practical for workplace skills. The findings suggest a need for better integration of formal and informal learning processes to enhance the applicability of social tools in professional settings.
Inclusive On-line Learning Environments. New Approaches and Possible Applicab...
Inclusive On-line Learning Environments. New Approaches and Possible Applicab...theijesThe document discusses the innovative use of multimedia and information technology to create inclusive online learning environments for students in higher education, particularly those with disabilities. It details the research aims, methodologies, and outcomes of a project conducted at the University of Rome 'Foro Italico', which aimed to improve skill development and foster an inclusive educational culture through e-learning. The findings highlight that an inclusive online environment positively enhances learning experiences and soft skills across diverse student groups.
Distance learning
Distance learningDokovska NatashaThis document discusses distance learning education for adult women entrepreneurs. It defines distance learning as a method that does not require physical presence, allowing lifelong learning opportunities. It notes there are over 130 million online students globally, with an annual growth rate of around 20% and $23 billion spent annually on distance learning. The document outlines the 5 generations of distance learning and benefits such as flexibility and accessibility. It explores tools for distance learning like educational software and Web 2.0 technologies that enable social interaction and user-generated content. Both positive aspects like open access and negatives are discussed.
Teaching as Community Management: Engaging Learners through Online Discussions
Teaching as Community Management: Engaging Learners through Online DiscussionsAlexandre EnkerliThis document discusses using online discussions to engage learners through community management. The author proposes that teachers take on the role of community manager by using forums and simple tools to broaden learning experiences beyond the traditional classroom. The goal is to enhance learner engagement by transforming classes into online communities. Teachers are encouraged to rethink their pedagogy and expectations around technology to create appropriate online discussions that are driven by students.
Open Context Model of Learning & Craft of Teaching
Open Context Model of Learning & Craft of TeachingLondon Knowledge LabThe document discusses the co-creation model of learner-generated contexts (LGC) in education, emphasizing the need for collaborative learning environments that adapt to the needs of learners, teachers, and policy makers. It critiques current educational policies influenced by globalization while advocating for more responsive and participatory approaches in teaching and learning practices. Furthermore, it highlights the importance of integrating digital literacies and technologies to enhance pedagogical frameworks and propose new methodologies for education.
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...Brussels, BelgiumThe document outlines an interdisciplinary learning course held at the Future Classroom Lab in Brussels, focused on STEM education in primary schools. It emphasizes the integration of various academic disciplines, enabling students to gain a comprehensive understanding of topics through collaborative projects. The course includes group work aimed at developing lesson plans that utilize innovative teaching tools and methods from the Future Classroom Lab.
Conole mexico keynote
Conole mexico keynotegrainneThis document discusses new technologies and their implications for education and web citizenship. It covers topics like social media, open educational practices, and new pedagogical approaches enabled by technology. Key points include a shift from content repositories to user-generated content, different models of e-learning, the potential of open educational resources, and a vision of openness through practices like open design, delivery, and research.
Presentació EDUS. III Jornada de Membres eLC. 5 març 2013
Presentació EDUS. III Jornada de Membres eLC. 5 març 2013eLearn Center (Universitat Oberta de Catalunya)This document discusses how tablet technology promotes interaction and creativity in older adults. It references an article from the UOC website about an iPad project that fostered interaction among older people. The article notes that high time pressure inhibits individual and collective creative processes.
I
IJane SeckerThe document summarizes a presentation given by Jane Secker on researching information literacy. It discusses definitions of information and digital literacy, models of information literacy, and examples of how information literacy is taught at the London School of Economics. It also outlines Secker's current and upcoming research projects on information literacy including the DELILA project and her Arcadia Fellowship.
Online Information 2008 ORT Argentina Virtual Campus V X
Online Information 2008 ORT Argentina Virtual Campus V XGuillermo LutzkyThe ORT Argentina Virtual Campus project sought to promote knowledge creation and sharing through collaborative work on its virtual campus. It implemented various Web 2.0 tools like blogs, social bookmarking, and video sharing to encourage interaction between students, teachers, administrators, and parents. Usage of the virtual campus grew substantially, with over 600 blogs and high levels of engagement. The project helped transform the school's culture and knowledge management practices, and provided new spaces for dialogue within the educational community.
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...
Some Experiences with Cooperative Freedom and Transparency in the MPEL Master...Morten Flate Paulsen
STUDENT EXPERIENCES IN A COURSE BLENDED LEARNING
STUDENT EXPERIENCES IN A COURSE BLENDED LEARNINGRuth S. Contreras Espinosa
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
Learning with new technologies. The case of Second Life
Learning with new technologies. The case of Second Lifeelena.pasquinelli
Formalization of Social Knowledge through a Personal Learning Environment app...
Formalization of Social Knowledge through a Personal Learning Environment app...blueflavio
Online students initiate informal learning practices using social tools
Online students initiate informal learning practices using social toolseLearning Papers
Inclusive On-line Learning Environments. New Approaches and Possible Applicab...
Inclusive On-line Learning Environments. New Approaches and Possible Applicab...theijes
Teaching as Community Management: Engaging Learners through Online Discussions
Teaching as Community Management: Engaging Learners through Online DiscussionsAlexandre Enkerli
Open Context Model of Learning & Craft of Teaching
Open Context Model of Learning & Craft of TeachingLondon Knowledge Lab
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...Brussels, Belgium
Presentació EDUS. III Jornada de Membres eLC. 5 març 2013
Presentació EDUS. III Jornada de Membres eLC. 5 març 2013eLearn Center (Universitat Oberta de Catalunya)
Online Information 2008 ORT Argentina Virtual Campus V X
Online Information 2008 ORT Argentina Virtual Campus V XGuillermo Lutzky
More from Office of Learning Technologies, Universitat Oberta de Catalunya (20)
My uoc mobil
My uoc mobilOffice of Learning Technologies, Universitat Oberta de CatalunyaThis document discusses the development of a new multi-device application called iUOC for the Universitat Oberta de Catalunya. It aims to create an accessible, intuitive app that can be used quickly across different devices. The application would allow students at the university to access resources and interact with the community from any mobile device. The document promotes further engagement with the project through the iCommunity blog.
How to design a mobile learning environement csedu 2014
How to design a mobile learning environement csedu 2014Office of Learning Technologies, Universitat Oberta de CatalunyaThe document discusses recommendations for designing a mobile learning environment based on student perceptions from a case study at Universitat Oberta de Catalunya (UOC). The case study found that (1) students primarily use laptops and desktops for schoolwork and smartphones less frequently, (2) UOC's existing mobile offerings had little awareness but met some needs, and (3) students preferred a single, comprehensive native app over separate mobile apps. The recommendations are to develop a single native app that provides the most relevant services and functions, is user-driven, and offers document management, messaging, and a positive student experience.
Presentació Jornada Técnica #uoc-sprint
Presentació Jornada Técnica #uoc-sprintOffice of Learning Technologies, Universitat Oberta de CatalunyaIn the technical conference at Open University of Catalonia, april 2013, "the agile methodology", our members team, Irene Manresa and Raul Romero presented our project management methodology focused on user experience.
Introducció a la programació en android (recovered)
Introducció a la programació en android (recovered)Office of Learning Technologies, Universitat Oberta de CatalunyaThe UOC, the Xarxa de Punt TIC de les Terres de l’Ebre, the associació ATICTES and the IES de l’Ebre organized last February at Tortosa, a new edition of the Jornada de Programari Lliure de les Terres de l’Ebre (Conferences about Open Source). This year was about Android and applications developed for this system.
Two members of the UOC iCommunity: Raul Romero and Pepe Mora participated on 23 February 2012 at the full day academic seminar, along with Marc Saez from Ebreandroid and Tomàs Gonzalez from Tarracodroid. This conference was held at the headquarters of the UOC in Tortosa (C / Alfara Charles, 18) and discuss the possibilities and the development of Android, ending with the presentation of the first application for Android made by UOC : UOCMail.
Raul gave a short introduction on Android development: tools, environments, concepts etc …
Diseño universal y personalización en entornos virtuales de aprendizaje para...Office of Learning Technologies, Universitat Oberta de CatalunyaEl documento aborda el diseño universal y la personalización en entornos virtuales de aprendizaje para estudiantes con discapacidad visual, centrándose en la experiencia diaria de estos alumnos y las dificultades que enfrentan. Se presentan recomendaciones y buenas prácticas para mejorar la accesibilidad, como el uso de materiales multiformato y la formación de docentes en accesibilidad. Además, se sugiere la personalización de los entornos virtuales, permitiendo ajustes en contenido y presentación para satisfacer mejor las necesidades de los estudiantes.
2.0 features in institutional repositories: The point of view of end-users
2.0 features in institutional repositories: The point of view of end-usersOffice of Learning Technologies, Universitat Oberta de CatalunyaPoster presented at the First International UOC Research Symposium, December 18th, 2013, Barcelona.
Using the personas method to describe visually impaired students using an onl...
Using the personas method to describe visually impaired students using an onl...Office of Learning Technologies, Universitat Oberta de CatalunyaThe document describes a study using the personas method to understand the experiences of visually impaired students in an online learning environment. The study identified two personas, Anna and Carles, who represent typical visually impaired students. Anna and Carles face difficulties with inaccessible content like PDFs and videos, which affects their ability to complete coursework. The personas highlight specific problems each student faces and potential solutions, such as providing content in multiple formats and training for course designers. The study aims to provide insight into the needs of visually impaired students to help make online education more inclusive.
Estudiantes con discapacidad visual en la uoc y elearning: recomendacionesOffice of Learning Technologies, Universitat Oberta de CatalunyaEl documento presenta recomendaciones para mejorar la experiencia de estudiantes con discapacidad visual en e-learning en la Universitat Oberta de Catalunya, abordando aspectos de accesibilidad y usabilidad. Se basó en un estudio cualitativo con 17 participantes, destacando la importancia de personalizar los materiales y formación docente para facilitar el aprendizaje. Concluye que se deben proporcionar materiales accesibles y usables, así como cursos de formación en accesibilidad para el profesorado.
Augmented reality & cultural heritage eiasm 2013
Augmented reality & cultural heritage eiasm 2013Office of Learning Technologies, Universitat Oberta de CatalunyaThe document discusses augmented reality (AR) and its application in cultural heritage studies at the Open University of Catalonia, emphasizing its role in enhancing tourism and education through digital layers of information. It outlines the requirements for developing AR, the creation of touristic points of interest, and the various platforms utilized to engage users with AR content. Additionally, it explores the potential of AR in areas such as time travel experiences, flipped classrooms, and artistic exhibitions.
Augmented reality, education & tourism
Augmented reality, education & tourism Office of Learning Technologies, Universitat Oberta de CatalunyaThe document provides an overview of augmented reality (AR), highlighting its definition as technology that enhances real-world views with digital information. It discusses a use case at the Open University of Catalonia where AR is employed to create a network of tourist points of interest, making them accessible to users via smartphones. Additionally, it explores the potential of AR in tourism, presenting various applications and concluding with the ample opportunities it offers in the field.
E-learning, tourism and augmented reality
E-learning, tourism and augmented realityOffice of Learning Technologies, Universitat Oberta de CatalunyaPresentation about the application of Augmented Reality to support learning processes related with Landscape and Tourism, at New technologies experiences applied to e-learning in tourism Conference
Education and augmented reality: the cultural heritage
Education and augmented reality: the cultural heritageOffice of Learning Technologies, Universitat Oberta de CatalunyaPresentation about augmented reality applied to cultural heritage at the New Technologies and Learning conferences held in the Natural Science Museum in Barcelona, 2012
Augmented reality
Augmented reality Office of Learning Technologies, Universitat Oberta de CatalunyaThis document discusses augmented reality and provides examples of its applications. It begins with definitions and components of augmented reality. Then it describes two use cases at the Open University of Catalonia: one involving landscape tourism and another explaining how to study at UOC. Several potential opportunities for augmented reality applications are outlined across different domains like landscape, traveling, education, arts, and marketing. The document concludes with brainstorming ideas and a practical introduction to different augmented reality platforms.
Exploration in m-learning, two case studies: iPad application and web version...
Exploration in m-learning, two case studies: iPad application and web version...Office of Learning Technologies, Universitat Oberta de Catalunya
Laboratorio de Accesibilidad:Office of Learning Technologies, Universitat Oberta de CatalunyaEl documento presenta un estudio sobre la accesibilidad en entornos de aprendizaje a distancia para estudiantes con discapacidad visual en la Universitat Oberta de Catalunya. Se identifican dificultades y necesidades de estos estudiantes y se proponen recomendaciones para mejorar la experiencia de usuario, destacando la importancia de la usabilidad además de la accesibilidad en el diseño de materiales y plataformas. La investigación resalta la necesidad de adaptar contenidos y proporcionar herramientas eficaces para garantizar una educación inclusiva.
Iuoc mobile2.0 2011
Iuoc mobile2.0 2011Office of Learning Technologies, Universitat Oberta de CatalunyaThe document discusses the iUOC project at Universitat Oberta de Catalunya, which aims to enable students and teachers to access learning contents and communication spaces from their virtual learning environment on mobile devices like the iPad tablet. It describes how the iUOC app works and the results of a pilot test with 45 iPads provided to students and teachers. The test found that the iPad and iUOC app were well accepted and provided fast access to information, though the iPad was less suitable for content creation. The project aims to expand the iUOC app to more devices and optimize it for different user profiles.
iUOC: enhanced mobile learning at UOC_EUNIS 2011
iUOC: enhanced mobile learning at UOC_EUNIS 2011Office of Learning Technologies, Universitat Oberta de CatalunyaThe document discusses a project called iUOC that aims to enable students and teachers at Universitat Oberta de Catalunya to access learning contents and alerts from their virtual learning environment on mobile devices like the iPad tablet. It describes how an iUOC app was developed to allow users to access materials from the virtual environment via the iPad. A pilot program distributed iPads to test the app, and user feedback was positive about the app and iPad as a communication and learning tool. However, the iPad was not deemed suitable for content creation. The document concludes that while the iUOC project provides mobile access to course content, interactive apps specific to subject areas could further enhance the mobile learning experience.
Mobile learning scenarios from a UCD perspective. Madness session presentatio...
Mobile learning scenarios from a UCD perspective. Madness session presentatio...Office of Learning Technologies, Universitat Oberta de CatalunyaThe document discusses conducting research on mobile learning applications for students who learn exclusively online while commuting. It aims to define useful m-learning scenarios for designing friendly, mobile applications based on user requirements. The methodology involves personas, focus groups, and contextual inquiries during commuting. Two sample personas are provided: Xavi, a 35-year old account manager studying business administration who takes a 20-minute trip, and Imma, a 28-year old lawyer studying humanities who takes a 45-minute trip. Some current mobile learning projects are also listed.
Gestion de proyectos orientados a dispositivos móvilesOffice of Learning Technologies, Universitat Oberta de CatalunyaEl documento aborda la gestión de proyectos orientados a dispositivos móviles en bibliotecas, destacando la importancia de adaptar el aprendizaje a las necesidades de los estudiantes. Presenta preguntas frecuentes sobre el contenido móvil y la elección entre web móvil y aplicaciones nativas, enfatizando la necesidad de un enfoque centrado en el usuario. Además, se subrayan lecciones aprendidas sobre la accesibilidad y la colaboración interdisciplinaria en el desarrollo de estos proyectos.
Presentació o2
Presentació o2Office of Learning Technologies, Universitat Oberta de CatalunyaThe document summarizes research conducted to analyze how to improve use of an institutional repository called O2 at a university. Interviews were conducted with lecturers, consultants, and students to understand awareness and use of the repository, desired additional features, and how to increase use among teachers and students. Recommendations included increasing promotion of the repository, adding proposed new features like tagging and commenting, improving classification of resources, and ensuring quality and quantity of resources.
How to design a mobile learning environement csedu 2014
How to design a mobile learning environement csedu 2014Office of Learning Technologies, Universitat Oberta de Catalunya
Presentació Jornada Técnica #uoc-sprint
Presentació Jornada Técnica #uoc-sprintOffice of Learning Technologies, Universitat Oberta de Catalunya
Introducció a la programació en android (recovered)
Introducció a la programació en android (recovered)Office of Learning Technologies, Universitat Oberta de Catalunya
Diseño universal y personalización en entornos virtuales de aprendizaje para...Office of Learning Technologies, Universitat Oberta de Catalunya
2.0 features in institutional repositories: The point of view of end-users
2.0 features in institutional repositories: The point of view of end-usersOffice of Learning Technologies, Universitat Oberta de Catalunya
Using the personas method to describe visually impaired students using an onl...
Using the personas method to describe visually impaired students using an onl...Office of Learning Technologies, Universitat Oberta de Catalunya
Estudiantes con discapacidad visual en la uoc y elearning: recomendacionesOffice of Learning Technologies, Universitat Oberta de Catalunya
Augmented reality & cultural heritage eiasm 2013
Augmented reality & cultural heritage eiasm 2013Office of Learning Technologies, Universitat Oberta de Catalunya
Augmented reality, education & tourism
Augmented reality, education & tourism Office of Learning Technologies, Universitat Oberta de Catalunya
E-learning, tourism and augmented reality
E-learning, tourism and augmented realityOffice of Learning Technologies, Universitat Oberta de Catalunya
Education and augmented reality: the cultural heritage
Education and augmented reality: the cultural heritageOffice of Learning Technologies, Universitat Oberta de Catalunya
Augmented reality
Augmented reality Office of Learning Technologies, Universitat Oberta de Catalunya
Exploration in m-learning, two case studies: iPad application and web version...
Exploration in m-learning, two case studies: iPad application and web version...Office of Learning Technologies, Universitat Oberta de Catalunya
Laboratorio de Accesibilidad:Office of Learning Technologies, Universitat Oberta de Catalunya
Iuoc mobile2.0 2011
Iuoc mobile2.0 2011Office of Learning Technologies, Universitat Oberta de Catalunya
iUOC: enhanced mobile learning at UOC_EUNIS 2011
iUOC: enhanced mobile learning at UOC_EUNIS 2011Office of Learning Technologies, Universitat Oberta de Catalunya
Mobile learning scenarios from a UCD perspective. Madness session presentatio...
Mobile learning scenarios from a UCD perspective. Madness session presentatio...Office of Learning Technologies, Universitat Oberta de Catalunya
Gestion de proyectos orientados a dispositivos móvilesOffice of Learning Technologies, Universitat Oberta de Catalunya
Ad
My erasmus' experience. By José Mora
- 1. My Erasmus' Experience Connecting life, work & learning Università della Callabria, Cosenza (Italy) may 2012
- 3. UniCal is a medium-size university with 36,000 students, born in 1972 in southern Italy It's has established contacts with FAO, UNESCO of the United Nations, and OECD
- 4. Dra. Giuseppina Pellegrino Dottore di ricerca in “Scienza Tecnologia e Società”, Titolo della tesi: “Intranet: costruzione sociale e appropriazione della tecnologia in due contesti organizzativi (Italia – Gran Bretagna)” Books: The Politics of Proximity, Il cantiere e la bussola
- 5. 1st Day - Analysis of the courses and degrees offered by the Department/Faculty in order to use eLearning tools 2nd Day - Create a new blog or another social tool in order to share the Erasmus experience in the University of Calabria on the UOC eLearning platform 3th Day - Seminar on UOC experience and products in eLearning with a specific focus on the user profiles and typologies. 4th Day - Meeting to put in common experience and ideas, and establish new relations between UOC and the University of Calabria. 5th Day - Publishing documentation
- 7. 1) I think that going on an ERASMUS programme is much more than going for a one week’s stay abroad: It is about knowing other customs, other ways of thinking, working and teaching models. 2) It is ideal for making contacts with others and to think about some future collaborative work together on a European project. 3) To realize that the UOC is a leading and pioneering distance teaching model. An example for other much more established universities to follow
Editor's Notes
- #5: This is the information of my partner: She is a Phd of "Scienza Tecnologia e Società". She has written two books about the Internet vs. Mobility. She was interested in our experiences with this theme.
- #7: Cree un blog personal para introducir todos mis sensaciones día a día, y de paso probar este nuevo aplicativo que está en TEST. Aquí podreis encontrar mis vivencias y sensaciones