Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

VGC 2023 - Unveiling the dynamic Earth with digital methods: 5th Virtual Geoscience Conference: Book of Abstracts

Conference proceedings of the 5th Virtual Geoscience Conference, 21-22 September 2023, held in Dresden. The VGC is a multidisciplinary forum for researchers in geoscience, geomatics and related disciplines to share their latest developments and applications.:Short Courses 9 Workshops Stream 1 10 Workshop Stream 2 11 Workshop Stream 3 12 Session 1 – Point Cloud Processing: Workflows, Geometry & Semantics 14 Session 2 – Visualisation, communication & Teaching 27 Session 3 – Applying Machine Learning in Geosciences 36 Session 4 – Digital Outcrop Characterisation & Analysis 49 Session 5 – Airborne & Remote Mapping 58 Session 6 – Recent Developments in Geomorphic Process and Hazard Monitoring 69 Session 7 – Applications in Hydrology & Ecology 82 Poster Contributions 9

Learning from the learners' experience: e-Learning@greenwich post-conference reflections

This publication comprises papers from presenters who, having made a conference presentation, were invited to author an academic paper about their work

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

ACER Research Conference Proceedings (2018)

There is no shortage of opinion about more and less effective ways of teaching. Schools are continually presented with strategies, programs and approaches that claim to be ‘research-based’, ‘evidence-based’ or even ‘brainbased’. Vocal advocates of particular teaching methods promote their proposed solutions in the media. But how many of these programs and methods have solid foundations in research? And how can teachers and school leaders distinguish exaggerated marketing claims from teaching strategies shown through research to be effective in improving student outcomes? Research Conference 2018 examines research evidence around teaching practices that make a difference. It brings together leading international and Australian researchers to review what is known about more and less effective teaching and discusses the criteria for evaluating the quality of claims made for particular teaching methods

2009 Self-Study Document

The University self study completed for the university\u27s last HLC reaccreditation process in 2009. Following the criteria then put forward for HLC accreditation, this comprehensive document gives a detailed picture of where the university was ten years ago

Building Faculty Competence and Self-Efficacy for Using Z Space Virtual Reality (VR) Software in the Classroom

The environments of teaching and learning are changing as educational needs and technology advancements evolve. One of the newest technologies gaining momentum in healthcare education is virtual reality/augmented reality (VR/AR) that provides increased active learning opportunities by providing interaction. It has become imperative that faculty stay at the forefront of technology to educate the future care provider in navigating patient care. However, to capitalize on the advantages of using VR/AR technology software to enhance active learning, faculty need to know they exist, how they can use either and have confidence that they can use technology to enhance learning of today\u27s highly diverse and technology-savvy students. A literature review demonstrated a lack of confidence and knowledge by faculty on how to implement VR/AR technology software into the nursing curriculum. Further research reported that nursing faculty lacked time to research new technologies, lacked knowledge of technology use, not aware of best practices for the use of technologies, and lacked support by administration and peers. This project implemented an online educational module for nursing faculty focused on Z Space software learning. Measured levels of competence and self-efficacy were performed prior to and after the educational intervention. Data analyzed, demonstrated that both competence and self-efficacy improved on Z Space software as self-reported by faculty. Although this was a small sample size, it is recommended that nursing faculty participates in ongoing education on the use of VR technology software