This presentation was created for a Walden University master's course. The content relates to online learning management systems (LMS) and the benefits they have.
Exploring Web 2.0vandoorn6The document discusses various Web 2.0 tools that can be used for education, including ClassDojo, Testmoz, and ݺߣShare. It describes how ClassDojo allows teachers to track student behavior with one-click feedback, and plans to pilot it with the current class. Testmoz is introduced as a free online test generator that teachers can use to create password protected tests and view detailed reports. ݺߣShare is presented as a way for teachers to share presentations, documents, and videos online. Challenges of finding easy to implement tools and assessing technology effectiveness are also mentioned.
Interaction: What Every Digital-Age Classroom Needs!Staci TreklesThe most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
VLE PresentationAndy KempThis slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
MEAS Course on E-learning: 4 The online environment within the university and...Andrea BohnThe document discusses resources for online learning both within and outside of universities. It provides a checklist for getting started with online learning at one's university, including identifying available asynchronous and synchronous tools, support services, and other faculty members' online materials. It also outlines free external resources like open-source learning management systems and content hosting platforms. The document emphasizes starting simply, planning ahead, and noting limitations of open environments like privacy and assessment issues.
VIRTUAL LEARNING ENVIRONMENTSPaula CarnascialiThis project focuses on Virtual Learning Environments (VLEs) and its goal is to make people aware of its importance and increasing use.
This study shows the difference between a Virtual Learning Environment and other educational websites and how we can understand its specificities. This paper addresses Moodle, which is a modular object-oriented dynamic learning environment used by study communities all over the world for free; and EnglishTown, which is an on-line English school using Adobe’s Adobe Connect 8. Both are accessed by many people and can help us be aware of what a VLE is.
Virtual Learning Environment SummaryGreenwich CouncilThe document outlines a vision for developing a virtual learning environment (VLE) to support teaching and learning. It discusses priorities like raising attainment and best uses of teachers' time. It also addresses designing pupil and teacher interfaces, populating the VLE with high-quality and engaging content, and ensuring support for different abilities through enrichment and remedial opportunities. Next steps include developing the vision further, gaining approvals, and exploring cross-curricular applications.
Virtual Learning EnvironmentEri Aprina YunaniVirtual Learning Environments (VLEs) are web-based applications that provide educational tools and resources to support teaching and learning. VLEs are commonly used in UK higher education, with 86% of institutions reporting their use. However, VLEs have limitations, such as being focused on content over pedagogy and not meeting the needs of different subject areas well. A 2004 OECD survey found that 37% of higher education institutions had a single institution-wide VLE, while 63% had a mixture of systems. Most institutions expected to have a single VLE within 5 years due to benefits like requiring minimal changes to practice and supporting digital content and reuse.
Virtual Learning Environments PDFJennifer StyronVirtual Learning Environments (VLEs) are online tools that institutions are using to foster learning both inside and outside the classroom. VLEs provide students with an essential learning component by creating virtual environments that allow learning to occur anywhere and include characteristics of different settings. VLEs emerged to take advantage of students' increasing use of social networking sites and have the ability to give students the tools they need to be successful in higher education.
Opportunity out of Change: designing a new approach to student and teaching s...UCD LibraryPresentation given at Academic & Special Libraries Annual Conference and Exhibition, February 27, 2014, in Dublin Ireland. Authors Susan Boyle and James Molloy, Liaison Librarians at UCD Library, University College Dublin. Please contact authors directly for permission to quote or reuse.
Ifla 2014 meeting e xpectations - james molloy (2) - copyUniversity College DublinJames Molloy presented on managing an e-learning project at University College Dublin (UCD) Library to develop reusable learning objects to support student learning. Due to restructuring, the library reduced face-to-face instruction and increased online learning objects, tutorials, videos and guides. The library strategic plan called for exploiting e-learning technologies through production and promotion. An e-learning team was formed to investigate opportunities, develop online supports for information skills, and increase knowledge of e-learning tools. The project aimed to provide scaffolded, engaging learning for students through theory and practice-based, customizable content and active discovery experiences.
12 Years of Student Technology Ownership Surveys: Trends & Today’s Opportunit...Rich McCueFor the past 12 years the University of Victoria Law Faculty & Louisiana State Law Center have surveyed incoming students on their personal technology ownership and usage in order to better understand the technology devices students are bringing with them to law school and how we can leverage those devices to provide a richer learning experience for students. In 2004 student data was gathered on laptop ownership and internet access. Questions were added over time, and we now collect data on the ownership and/or usage of: laptops, cell phones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media. Current project goals include:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session participants will have a clear view of the technologies law students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
Introduction The virtual learning environmentWilfredRubens.comPresentation about why and how to use an virtual learning environment, held during a workshop at the Technical University Eindhoven
Contemporary issue power pointjeredcrosbyThis document discusses the pros and cons of online education versus traditional in-person classes. It notes that online classes can be effective for self-disciplined and motivated students but may not be suitable for more dependent learners. While online classes provide convenience and lower costs, they offer limited face-to-face interaction and instructor time. The conclusion is that students must evaluate their own needs and preferences to determine whether online or in-person classes would be more beneficial in their individual situation.
Teaching as a Way to Learn Nellie Deutsch (Ed.D)"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore" (Godsey, 2015). Information is no longer in the hands of the select few. Learners are finally independent of the teacher and school – or are they? What will they do with the information? How will it be possible to assess learning?
Dr. Nellie Deutsch discussed ways in which face-to-face and fully-online students can teach as a way to learn. The presentation was hosted by Mofet online academy and given on BB Collaborate. You're invited to enrol in evaluation an measurement tor online course to continue learning http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/Evaluation-and-Measurement.aspx
Learn more about creating video tutorials using screencast-o-matic after slide 19L https://youtu.be/WMifThANglE
The recording of the webinars appears at the end of the presentation.
UVic Student Technology Ownership: Implications & Opportunities - BCnet 2016Rich McCueAt UVic, we wanted to gain a better understanding of the technology devices students bring and use at campus, so we surveyed students to gather data on the ownership and/or usage of: laptops, cellphones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media.
Our project goals included:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session, participants will have a clear view of the technologies UVic students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
- Rich McCue, Marcus Greenshields, In-In Po
Working with wikisNathan Whitley-GrassiThis document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
Working with wikisNathan Whitley-GrassiThis document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
Virtual Learning EnvironmentsJennifer StyronThe document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow for educational interactions and help turn online spaces into places for learning. They have emerged alongside increased student use of social media and can provide interactive learning similar to in-person classes. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Research suggests that VLEs increase engagement and involvement through collaboration, which can help improve student learning outcomes. However, VLEs also present challenges such as costs, training needs, and technical support requirements.
Vertual learningmayankmilind0811Virtual learning is defined as distance learning, online learning, and e-learning that uses a medium like the internet to communicate with learners. A virtual learning environment (VLE) allows students to interact with learning materials, other students, and teachers through online content, discussions, forums, chats, and exercises. While originally for distance education, VLEs are now commonly used to support traditional in-person classes. Adopting a VLE provides flexibility, increases access to resources, and enables collaborative work, but requires significant staff training and support to implement effectively.
What is Virtual Learning?kateboardmanThis document discusses virtual learning and e-learning. It defines virtual learning as using electronic methods for teaching and communication, including online learning resources and interactive learning processes. E-learning can include exploring and explaining content, as well as simulating real-world situations. A virtual learning environment (VLE), also known as a learning management system (LMS), can distribute course content and resources, enable communication and collaboration, include assessments, and manage students. VLEs aim to provide a valuable learning experience through discussion, self-assessment, rich media content, and enhanced applications.
Virtual learninglanbrown83Virtual and online learning is growing rapidly in the United States. Over 500,000 K-12 students now take courses virtually, and virtual schools are expanding their course offerings beyond just advanced placement classes. Research shows students in one-to-one computing programs, where each student has their own laptop, are more engaged and motivated. However, some argue these programs are too costly and could provide access to inappropriate content without proven academic benefits. Overall, more research is still needed to determine what virtual learning approaches work best for different types of students.
Virtual Learning EnvironmentsJennifer StyronThe document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow educational interactions and foster student engagement outside the traditional classroom. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Theories that support VLEs include engagement theory and involvement theory. While VLEs increase access and interaction, challenges include costs, training, technology support, and security issues.
Virtual learning environment & CALLIslamic Azad University, Najafabad BranchA virtual learning environment (VLE) is an online platform for providing educational content and courses. A VLE allows students to access learning materials and tools anywhere with an internet connection. Key features of a VLE include online assessments, student tracking, communication tools, and collaboration features. VLEs aim to model real-world classroom experiences in an online format.
Rethinking the information common Helene LafranceDescribes an assessment project that led to significant changes in the layout of the Information Commons at Santa Clara University
Using Social Media to Foster Learning ConnectionssharstoerThis document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
Innovation technology-tlNathan MerlinThis document discusses using technology to improve teaching and learning. It notes benefits like interactivity, content delivery, collaboration, and assessment. Technology allows students more control over learning and teachers to guide more. It then discusses student experiences with technology from 1998 to 2008, noting increasing but still mixed use of tools like Blackboard, PowerPoint, and online journals. The document outlines a technology development cycle and ways an organization called TEDI can help with resources like websites and educational design. It raises considerations around maintenance, costs, and ensuring authentic web content.
The HCCB learning community management systemLearning Community, University of Southeastern Philippines The document discusses the deployment of an online survey called INSIGHTS through the Learning Community Management System (LCMS) to understand student preferences for online learning at HCCB. INSIGHTS collected data on student demographics, content consumption, and growth trends from August 27, 2012. The dynamic, real-time results showed that 376 students in the Caraga region were reached and showed interest in online learning through the LCMS. No further actions were taken based on the survey results as of the date presented.
The Digital ClassroommurchaAn presentation for Eduwebinar on the Digital Classroom with particular emphasis on the implications of COVID-19 and school closures.
Tools for Engaging Online Learnersmcdanielkm89Presentation on communication, collaboration, presentation, and interactive online tools that can be used in a virtual classroom to engage learners of all styles.
Opportunity out of Change: designing a new approach to student and teaching s...UCD LibraryPresentation given at Academic & Special Libraries Annual Conference and Exhibition, February 27, 2014, in Dublin Ireland. Authors Susan Boyle and James Molloy, Liaison Librarians at UCD Library, University College Dublin. Please contact authors directly for permission to quote or reuse.
Ifla 2014 meeting e xpectations - james molloy (2) - copyUniversity College DublinJames Molloy presented on managing an e-learning project at University College Dublin (UCD) Library to develop reusable learning objects to support student learning. Due to restructuring, the library reduced face-to-face instruction and increased online learning objects, tutorials, videos and guides. The library strategic plan called for exploiting e-learning technologies through production and promotion. An e-learning team was formed to investigate opportunities, develop online supports for information skills, and increase knowledge of e-learning tools. The project aimed to provide scaffolded, engaging learning for students through theory and practice-based, customizable content and active discovery experiences.
12 Years of Student Technology Ownership Surveys: Trends & Today’s Opportunit...Rich McCueFor the past 12 years the University of Victoria Law Faculty & Louisiana State Law Center have surveyed incoming students on their personal technology ownership and usage in order to better understand the technology devices students are bringing with them to law school and how we can leverage those devices to provide a richer learning experience for students. In 2004 student data was gathered on laptop ownership and internet access. Questions were added over time, and we now collect data on the ownership and/or usage of: laptops, cell phones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media. Current project goals include:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session participants will have a clear view of the technologies law students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
Introduction The virtual learning environmentWilfredRubens.comPresentation about why and how to use an virtual learning environment, held during a workshop at the Technical University Eindhoven
Contemporary issue power pointjeredcrosbyThis document discusses the pros and cons of online education versus traditional in-person classes. It notes that online classes can be effective for self-disciplined and motivated students but may not be suitable for more dependent learners. While online classes provide convenience and lower costs, they offer limited face-to-face interaction and instructor time. The conclusion is that students must evaluate their own needs and preferences to determine whether online or in-person classes would be more beneficial in their individual situation.
Teaching as a Way to Learn Nellie Deutsch (Ed.D)"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore" (Godsey, 2015). Information is no longer in the hands of the select few. Learners are finally independent of the teacher and school – or are they? What will they do with the information? How will it be possible to assess learning?
Dr. Nellie Deutsch discussed ways in which face-to-face and fully-online students can teach as a way to learn. The presentation was hosted by Mofet online academy and given on BB Collaborate. You're invited to enrol in evaluation an measurement tor online course to continue learning http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/Evaluation-and-Measurement.aspx
Learn more about creating video tutorials using screencast-o-matic after slide 19L https://youtu.be/WMifThANglE
The recording of the webinars appears at the end of the presentation.
UVic Student Technology Ownership: Implications & Opportunities - BCnet 2016Rich McCueAt UVic, we wanted to gain a better understanding of the technology devices students bring and use at campus, so we surveyed students to gather data on the ownership and/or usage of: laptops, cellphones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media.
Our project goals included:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session, participants will have a clear view of the technologies UVic students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
- Rich McCue, Marcus Greenshields, In-In Po
Working with wikisNathan Whitley-GrassiThis document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
Working with wikisNathan Whitley-GrassiThis document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
Virtual Learning EnvironmentsJennifer StyronThe document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow for educational interactions and help turn online spaces into places for learning. They have emerged alongside increased student use of social media and can provide interactive learning similar to in-person classes. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Research suggests that VLEs increase engagement and involvement through collaboration, which can help improve student learning outcomes. However, VLEs also present challenges such as costs, training needs, and technical support requirements.
Vertual learningmayankmilind0811Virtual learning is defined as distance learning, online learning, and e-learning that uses a medium like the internet to communicate with learners. A virtual learning environment (VLE) allows students to interact with learning materials, other students, and teachers through online content, discussions, forums, chats, and exercises. While originally for distance education, VLEs are now commonly used to support traditional in-person classes. Adopting a VLE provides flexibility, increases access to resources, and enables collaborative work, but requires significant staff training and support to implement effectively.
What is Virtual Learning?kateboardmanThis document discusses virtual learning and e-learning. It defines virtual learning as using electronic methods for teaching and communication, including online learning resources and interactive learning processes. E-learning can include exploring and explaining content, as well as simulating real-world situations. A virtual learning environment (VLE), also known as a learning management system (LMS), can distribute course content and resources, enable communication and collaboration, include assessments, and manage students. VLEs aim to provide a valuable learning experience through discussion, self-assessment, rich media content, and enhanced applications.
Virtual learninglanbrown83Virtual and online learning is growing rapidly in the United States. Over 500,000 K-12 students now take courses virtually, and virtual schools are expanding their course offerings beyond just advanced placement classes. Research shows students in one-to-one computing programs, where each student has their own laptop, are more engaged and motivated. However, some argue these programs are too costly and could provide access to inappropriate content without proven academic benefits. Overall, more research is still needed to determine what virtual learning approaches work best for different types of students.
Virtual Learning EnvironmentsJennifer StyronThe document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow educational interactions and foster student engagement outside the traditional classroom. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Theories that support VLEs include engagement theory and involvement theory. While VLEs increase access and interaction, challenges include costs, training, technology support, and security issues.
Virtual learning environment & CALLIslamic Azad University, Najafabad BranchA virtual learning environment (VLE) is an online platform for providing educational content and courses. A VLE allows students to access learning materials and tools anywhere with an internet connection. Key features of a VLE include online assessments, student tracking, communication tools, and collaboration features. VLEs aim to model real-world classroom experiences in an online format.
Rethinking the information common Helene LafranceDescribes an assessment project that led to significant changes in the layout of the Information Commons at Santa Clara University
Using Social Media to Foster Learning ConnectionssharstoerThis document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
Innovation technology-tlNathan MerlinThis document discusses using technology to improve teaching and learning. It notes benefits like interactivity, content delivery, collaboration, and assessment. Technology allows students more control over learning and teachers to guide more. It then discusses student experiences with technology from 1998 to 2008, noting increasing but still mixed use of tools like Blackboard, PowerPoint, and online journals. The document outlines a technology development cycle and ways an organization called TEDI can help with resources like websites and educational design. It raises considerations around maintenance, costs, and ensuring authentic web content.
The HCCB learning community management systemLearning Community, University of Southeastern Philippines The document discusses the deployment of an online survey called INSIGHTS through the Learning Community Management System (LCMS) to understand student preferences for online learning at HCCB. INSIGHTS collected data on student demographics, content consumption, and growth trends from August 27, 2012. The dynamic, real-time results showed that 376 students in the Caraga region were reached and showed interest in online learning through the LCMS. No further actions were taken based on the survey results as of the date presented.
The Digital ClassroommurchaAn presentation for Eduwebinar on the Digital Classroom with particular emphasis on the implications of COVID-19 and school closures.
Tools for Engaging Online Learnersmcdanielkm89Presentation on communication, collaboration, presentation, and interactive online tools that can be used in a virtual classroom to engage learners of all styles.
COOL – Collaborative Open Online LearningRafael Morales GamboaThis document discusses the concept of Collaborative Open Online Learning (COOL) and how it can achieve scalability. COOL aims to create a more connectivist learning experience that is open, distributed, learner-defined, social, and complex. It discusses how MOOCs can scale by distributing teacher responsibilities among students, learning environments, and data analysis. The document proposes that COOL could generate massive interaction data through various collaborative activities that could then be analyzed to improve individual and collective learning if privacy issues are addressed.
Tools for Engaging Online Learnerskelly10ryanPowerpoint presentation that describes various tools that educators can use to engage learners participating in online courses.
Tru open learning 2014Terry AndersonThis show highlights combinations from Jon Dron and my ideas on generations of Educ Pedagogy and social groups to support it
LivcomJefferson LivaraThe document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
Myths, Truths and Futures of online learningTerry AndersonThis document discusses myths, truths, and futures of online learning. It begins by outlining some benefits of online learning such as flexibility, cost savings, and environmental benefits. It then addresses common myths around online learning such as claims that it is less effective, harder than face-to-face learning, or more expensive. The document provides research and examples to debunk these myths. It also discusses truths such as online learning being a disruptive technology and some students preferring face-to-face. Finally, it outlines future directions for online learning including harnessing social networks and Athabasca University's "Landing" platform to support informal learning.
Moo cs for professional development tcea feb 2015Kay Abernathy, Ed.D.The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
Learner interaction in_elearning_lamar_research_institute_3-21-14Lamar UniversityThe document discusses learner interaction in e-learning, including the growth of online learning. It outlines four types of learner interaction: learner to content, learner to instructor, learner to learner, and learner to interface. For each type of interaction, the document discusses purposes, benefits, examples and tools/strategies to facilitate interaction. It concludes with future trends in connected learning and the need for quality frameworks to measure online learning.
Empowering the Instructor with Learning AnalyticsMichael WilderThis document summarizes a presentation about leveraging data to improve online courses. It discusses using learning analytics to interpret student data in order to assess progress, predict performance, and identify issues. A case study examines data from a journalism course, including tracking reports from the learning management system and server logs. Surveys, journals, and other qualitative data provided insights. The analysis revealed opportunities to improve assignments, module organization, and support for different browsers/devices. Overall, learning analytics can help instructors understand student engagement and iteratively enhance online curriculum.
Teaching Symposium 2013: Plenary - Staying on CourseJulie SieversContent developed by:
Dr. Cory Lock, St. Edward's University
Dr. Rebecca Frost Davis, St. Edward's University
Tcea 2013cdcummingsThis document discusses the use of Web 2.0 tools in education. It notes that K-12 classrooms and higher education students are increasingly using tools like blogs, wikis, and videos. New pedagogical approaches that engage students through collaboration and personalized learning have emerged. Popular Web 2.0 tools mentioned include Google Drive, Dropbox, Evernote, Mangahigh, and e-portfolios. The document questions how these tools impact learning and assesses growth. It also discusses considerations for implementing e-portfolios and their purpose in allowing students to reflect on artifacts, knowledge, and future goals.
MOOCs for professional development TCEA Feb 2015Kay Abernathy, Ed.D.The document discusses MOOCs for professional development of PK-12 educators. It defines MOOCs and their key characteristics, such as being free and open online courses. It then reviews literature on connectivism and transference of learning. The document presents research questions on how a MOOC on social media tools contributed to educators' use of social media. Qualitative findings show increased social media knowledge and connectivity. Recommendations include examining barriers to social media use and providing formative feedback using social media.
MOOCs for professional development TCEA Feb 2015Kay Abernathy, Ed.D.The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
Personal learning environments brenton dass 201225820Brenton DassI was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Bringing Faculty into the Conversation AAC&U 2014Julie SieversThis document discusses the need for faculty involvement in decision-making regarding new technologies and issues related to the future of liberal education. While conversations may appear to be ongoing, faculty are not always adequately included. Issues are sometimes not framed in terms of their relationship to liberal education goals and pedagogy. To address this, faculty who work in liberal education need to be properly involved in discussions. Additionally, potential changes need to be considered in the context of an institution's mission and how they can help students achieve important learning outcomes. Frameworks like NSSE benchmarks and AAC&U's essential learning outcomes and high-impact practices can help guide discussions.
How to Configure Deliver Content by Email in Odoo 18 SalesCeline GeorgeIn this slide, we’ll discuss on how to configure proforma invoice in Odoo 18 Sales module. A proforma invoice is a preliminary invoice that serves as a commercial document issued by a seller to a buyer.
Research & Research Methods: Basic Concepts and Types.pptxDr. Sarita AnandThis ppt has been made for the students pursuing PG in social science and humanities like M.Ed., M.A. (Education), Ph.D. Scholars. It will be also beneficial for the teachers and other faculty members interested in research and teaching research concepts.
Essentials of a Good PMO, presented by Aalok SonawalaAssociation for Project Management APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APM’s Thames Valley Regional Network and also speaks to members of APM’s PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMO’s within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
How to Setup WhatsApp in Odoo 17 - Odoo ݺߣsCeline GeorgeIntegrate WhatsApp into Odoo using the WhatsApp Business API or third-party modules to enhance communication. This integration enables automated messaging and customer interaction management within Odoo 17.
How to create security group category in Odoo 17Celine GeorgeThis slide will represent the creation of security group category in odoo 17. Security groups are essential for managing user access and permissions across different modules. Creating a security group category helps to organize related user groups and streamline permission settings within a specific module or functionality.
Unit 1 Computer Hardware for Educational Computing.pptxRomaSmart1Computers have revolutionized various sectors, including education, by enhancing learning experiences and making information more accessible. This presentation, "Computer Hardware for Educational Computing," introduces the fundamental aspects of computers, including their definition, characteristics, classification, and significance in the educational domain. Understanding these concepts helps educators and students leverage technology for more effective learning.
How to Unblock Payment in Odoo 18 AccountingCeline GeorgeIn this slide, we will explore the process of unblocking payments in the Odoo 18 Accounting module. Payment blocks may occur due to various reasons, such as exceeding credit limits or pending approvals. We'll walk through the steps to remove these blocks and ensure smooth payment processing.
2. East Hartford
Literacy Media Technology
“We will support teachersby facilitating
theintegration oftechnology into classrooms
andpreparing students to become competent digital
citizens with strong 21st century skills.”
Source: Literacy Media Technology(n.d.)
MISSION
3. Learning Management
Systems (LMS)
• Also known as web-based course management
system (CMS)
• Gaining popularity in K-12 and higher education
• On-demand learning
• Live courses
Source: What is an LMS (n.d.)
4. Benefits
Students
• Fills instructional gaps
• Increased learning time outside of school
• Individualized attention from teacher
• Develops collaboration and problem
solving skills with authentic learning
• Global Connections
Teachers
• Less papers!
• Collaboration with educators
worldwide
• Lesson Ideas
• Integrated group projects
• Differentiation
7. How will this fit into my
schedule?
• Requires much less time for teachers to prepare and
implement
• Everything is stored electronically
• No making copies
• No distributing materials
• No collecting work
• Information/ Lessons can be reused and altered
• Many LMS include the Common Core Standards to
meet
8. What if I’m not good with
computers?
• Attendance and Report Cards are already done on
computers
• The basics of online learning are simple to learn
• Training will be set up to teach the basics
9. How would this work with
specialty areas?
• Hold class discussions
• Post current events for students to read about
• Music
• Post links to music (video or sound files)
• Art
• Post images
• Physical Education
• Have students track healthy habits
10. How can I monitor the
progress of my students?
• There are online tests and quizzes
• Students can turn in projects through the LMS
• Can send written feedback to students through
messaging system
11. How much is this going to
cost?
• Requires computer/ internet access
• already in our schools
• There are free web-based LMS
• Apply for grants if funds are needed for apps or school
wide program
13. Moodle
• “Moodle is a learning
platform designed to provide
educators, administrators and
learners with a single robust,
secure and integrated system
to create personalized
learning environments. You
can download the software
onto your own web server or
ask one of our
knowledgeable Moodle
Partners to assist you.”
Source: About Moodle (n.d.)
• Pros: Great support,
progress tracking,
multimedia classes, supports
third party plugins
• Cons: Potentially complex
and difficult to learn/ set up
Source: The Top 8 Free/Open Source LMSs. (n.d.)
14. Course Sites by Blackboard
• “CourseSites is a free, hosted
online course creation and
facilitation service that
empowers individual K–12
teachers, college and
university instructors and
community educators to add
a web–based component to
their courses, or even host an
entire course on the Internet.
You even choose your own
URL, so students can find
your page easily.”
Source: Learn more about CourseSites. (n.d.).
• Pros: Login abilities with
Facebook and Gmail, user
friendly, unlimited students,
tests/ quizzes, grade center,
instant messaging, live
classroom, mobile learning
• Cons: lack of archiving items
(grades), only five courses
Source: The Top 8 Free/Open Source LMSs. (n.d.)
15. Schoology
• “Schoology transforms your
school or district into a
thriving digital ecosystem.
Everything students, faculty,
and parents need is in one
easy-to-use platform. Teach,
learn, communicate, share,
and collaborate anytime
and on any device.”
Source: Expect more from your learning management system. (n.d.)
• Pros: Google Drive
integration, gradebook,
attendance, badges,
calendar, mobile learning,
live discussions
• Cons: None!
Source: The Top 8 Free/Open Source LMSs. (n.d.)
16. Resources
• About Moodle. (n.d.). Retrieved May 27, 2015, from https://docs.moodle.org/29/en/
About_Moodle
• Expect more from your learning management system. (n.d.). Retrieved May 27, 2015, from
https://www.schoology.com/k-12.php
• Learn more about CourseSites. (n.d.). Retrieved May 27, 2015, from
https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/learn.html
• Literacy Media Technology. (n.d.). Retrieved May 27, 2015, from
http://www.easthartford.org/page.cfm?p=11290
• The Top 8 Free/Open Source LMSs. (n.d.). Retrieved May 27, 2015, from
http://blog.capterra.com/top-8-freeopen-source-lmss/
• What is an LMS - Learning Management System - LearnCore. (n.d.). Retrieved May 28, 2015,
from http://learncore.com/lms-learning-management-system/
• Young, J., Birtolo, P., & McElman, R. (2009). Virtual success: Transforming education through
online learning.Learning & Leading With Technology,36(5), 12–17.