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Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Key questions
Key questions
Key questions
Key questions
Outline
Outline
Today’s educational context
Today’s educational context
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Social & participatory media
Peer critiquing
Peer critiquing
Evidence
Evidence
Evidence
Evidence
Evidence
Evidence
Horizon report 2011
Horizon report 2011
Technologies to watch
Technologies to watch
Horizon reports
Horizon reports
Ed tech trends
Ed tech trends
Conole and Alevizou, 2010 Effective use of new technologies requires a
Conole and Alevizou, 2010 Effective use of new technologies requires a
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Digital identity
Digital identity
Digital scholar: Open Digital Networked
Digital scholar: Open Digital Networked
Blogs: promoting digital scholarship
Blogs: promoting digital scholarship
Using facebook
Using facebook
Twitter - ideas for harnessing Web 2.0
Twitter - ideas for harnessing Web 2.0
Twitter - ideas for harnessing Web 2.0
Twitter - ideas for harnessing Web 2.0
Twitter - ideas for harnessing Web 2.0
Twitter - ideas for harnessing Web 2.0
Twitter - ideas for harnessing Web 2.0
Twitter - ideas for harnessing Web 2.0
Working across social media
Working across social media
Working across social media
Working across social media
Working across social media
Working across social media
Working across social media
Working across social media
Working across social media
Working across social media
Working across social media
Working across social media
Twitter and facebook #fb
Twitter and facebook #fb
28
28
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
Open courses: CCK10 and discourse
OU learning & teaching conference
OU learning & teaching conference
Open publishing as you go
Open publishing as you go
Conferences
Conferences
Conferences
Conferences
Networking
Networking
Networking
Networking
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
Open scholarship in the age of digital competition
The changing nature of community
The changing nature of community
The nature of community
The nature of community
Community as a process
Community as a process
Participation
Participation
Cohesion
Cohesion
Identity
Identity
Creative capability
Creative capability
Can social media change academic discourse
Can social media change academic discourse
Can social media change academic discourse
Can social media change academic discourse
Recommendations
Recommendations
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Автор: Gr?inne Conole. Чтобы познакомиться с картинкой полного размера, нажмите на её эскиз. Чтобы можно было использовать все картинки для урока английского языка, скачайте бесплатно презентацию «Open scholarship in the age of digital competition.ppt» со всеми картинками в zip-архиве размером 9576 КБ.

Open scholarship in the age of digital competition

содержание презентации «Open scholarship in the age of digital competition.ppt»
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1Open scholarship in the age of digital 35Co-write with lots of different people
competition. Gr?inne Conole, PhD Research (using a wiki) Disseminate publications
Day BDRA, 21st February 2012. via Tweet, fb etc Post up drafts for
2Key questions. How are new open, comment on blogs etc See Twitter, blogs,
social and participatory media changing journals, books as complementary.
educational practice? What are the 36Open practices.
implications for research? How are 37
researcher roles changing? What new 38Practicing what we preach. Adopting
digital literacies are needed? How can we open practices: resources, communication,
effectively harness the power of these new archiving, publishing, reviewing, and data
media? Short survey on social media: collection OpenLearn - OER repository
http://www.surveymonkey.com/s/3F535LJ. Online seminars and events Blogging
3Outline. Today’s digital landscape research, events, critiquing on other’s
Digital scholarship Examples of using blogs Active use of social media Setting
social media for research Tips and hints up a departmental collective space - for
The OU’s approach to openness The change blogging, aggregation of resources,
nature of ‘community’ Recommendations pod/vid-casts, interviews, etc. Use of the
Final thoughts Personal reflection. Image social networking tool, Cloudworks
by Gilly Salmon. Depositing of publications in our
4Today’s educational context. Rapidly institutional repository An open-review
changing technological environment New journal JIME Collective intelligence for
digital literacy skills needed for research data iSpot.
learners and teachers New open practices 39The changing nature of community. New
are emerging New forms of online community open, social and participatory media
and interactivity. enable new means of communication,
5Social & participatory media. collaboration, sharing and co-construction
Conole and Alevizou, 2010. 5. of knowledge What does ‘community’ mean in
http://magicineducation.wordpress.com/2011 these new online spaces? How can it be
11/10/web-2-0-world-map/. fostered, supported? A Community
6Peer critiquing. Open. User generated Indicators framework to guide the design
content. Collective aggregation. and evaluation of communities.
Networked. Personalised. Social media 40The nature of community. Complex,
revolution. The machine is us/ing us. distributed, loose communities are
7Evidence. Horizon report, 2011 NSF emerging Facilitated through different but
Cyber-infrastructure report, 2008 IPTS connected social networking tools such as
e-learning 2.0 report, 2008 Review of Web facebook, Twitter, Ning Users create their
2.0 tools & practices, 2010. own Personal Digital Environment Mix of
8Horizon report 2011. Abundance of synchronous and asynchronous tools
resources challenging traditional Boundary crossing via the power of
educational roles People expect to be able retweeting Links between interests, rather
to work & learn anywhere, anytime than places.
World of work increasingly collaborative 41So what is a community? [Community
Technologies increasingly cloud based does not] imply necessarily co-presence, a
Importance of digital literacies New well-defined identifiable group, or
evaluation metrics for new forms of socially visible boundaries. It does imply
scholarship and publishing New business participation in an activity system about
models needed Challenge of keeping abreast which participants share understandings
of new technologies. concerning what they are doing and what
9Technologies to watch. E-books Mobiles that means in their lives and for their
Augmented learning Game-based learning communities Lave and Wenger, 1991 Virtual
Gesture-based learning Learning analytics. communities are social aggregations that
10Horizon reports. Mobile and e-books emerge from the Net when enough people
Gesture and augmented Learning analytics. carry on those public discussions long
http://wp.nmc.org/horizon2011/. enough, with sufficient human feeling, to
11Ed tech trends. Mobile learning form webs of personal relationships in
Personalised learning Cloud computing cyberspace. Rheingold, 1993.
Ubiquitous learning BYOD Digital content 42Community as a process. Constantly
The flipped classroom Debt/drop out. evolving and changing Shifting groups and
http://learn231.wordpress.com/2011/10/25/t depths of relationships Dynamic, evolving
end-report-1/. and potentially transformative Both
12Use in teaching. Web 2.0 tools. Use in directed and serendipitous interactions.
research. Personalised learning. Ability 43Community indicators. Participation
to customise and personalise, use of RSS Sustained over time Commitment from core
feeds, etc. Personalised digital research group Emerging roles & hierarchy.
environment. Situated, experiential, Cohesion Support & tolerance Turn
problem-based learning, role play. taking & response Humour and
Location aware devices, 3D-worlds. Field playfulness. Identity Group self-awareness
data collection virtual ethnography. Role Shared language & vocab Sense of
play, inquiry-learning Resource-based community. Creative capability Igniting
learning. Search engines, online resources sense of purpose Multiple points of view
User-generated content tools, media expressed, contradicted or challenged
repositories. Access to research materials Creation of knowledge links &
and expertise, publishing of data and patterns. Galley et al., 2010.
research findings. Reflective, dialogic 44Participation. Three types of
and peer-based learning. Blogs, wikis, hierarchical roles Veterans: support and
e-portfolios, social networks. encourage groups and newbies Trendsetters:
Communication and collaboration. make a difference Posters: need to be
13Conole and Alevizou, 2010 Effective incentivised to turn from lurkers to
use of new technologies requires a radical active contributors.
rethink of the core learning and teaching 45Cohesion. Through support, tolerance,
processes; a shift from design as an reciprocity and trust Language and tone
internalised, implicit and individually are critical factors in the development of
crafted process to one that is an online community Emotional and peer
externalised and shareable with others. support.
Change in practice may indeed involve the 46Identity. Central to the notion of
use of revised materials, new teaching community are issues of membership and
strategies and beliefs - all in relation exclusion. Some people are in, others are
to educational innovation. Gill Clough out. Communities range from being open to
Giota Alevizou. anyone who shares particular ideas or
14Change. +ve impact. -ve impact. Free interests to communities accessible only
tools, resources & services. Access, to those who meet certain criteria of
personalisation, supports the long tail. geography, ethnicity, gender, etc Erickson
Role of institutions, lack of control. (1997).
Ubiquitous access. Technology as core 47Creative capability. Importance of
tool. Narrower, but deeper digital divide. conflict, disagreement and negotiation in
Multiple communication & distribution the process of collaborative knowledge
channels. Increased peer, tutor and expert creation and developing understanding
dialogue. Fragmentation, no central Social discord as a catalyst for knowledge
repository. Rich media representation. New construction and expansive learning.
forms of sense-making. Lack of new digital 48Framework for sociality. System needs
literacies. User-generated content. to accommodate both evolution of practices
Increased variety of knowledge, learner and inclusion of newcomers Both individual
control. Quality assurance. and group identity are important People
15A typology of new technologies. more likely to use systems that resemble
Technology. Examples. Media sharing. their daily routines, languages and
Flckr, YouTube, Slideshare, Sketchfu. practices Metaphors that mimic real life
Media manipulation and mash ups. Geotagged practices are likely to be more
photos on maps, Voicethread. Instant successful. Bouman et al., 2007.
messaging, chat, web 2.0 forums. MSN, 49Can social media change academic
Paltalk, Arguementum. Online games and discourse?
virtual worlds. WorldofWarcraft, 50Recommendations. For learners Provide
SecondLife. Social networking. Facebook, support in developing new digital
Myspace, Linkedin, Elgg, Ning. Blogging. literacies Facilitate more learner-centred
Wordpress, Edublog, Twitter. Social approaches Encourage communication and
bookmarking. Del.icio.us, Citeulike, collaboration Shift from a focus on
Zotero. Recommender systems. Digg, LastFm, content to activities For academic staff
Stumbleupon. Wikis and collaborative New approaches to teaching and research
editing tools. Wikipedia, GoogleDocs, Adopting more explicit and reflexive
Bubbl.us. Syndication/RSS feeds. practices Technology immersion – learning
Bloglines, Podcast, GoogleReader. (Conole by doing, through the technologies
and Alevizou, 2010), Review of Web 2.0 Encourage a networked community of
tools in Higher Education academic staff.
http://www.heacademy.ac.uk/assets/Evidence 51Recommendations. For institutions
et/Conole_Alevizou_2010.pdf. Strategies/policies that reflect the
16 changing context of education Resources
17Digital identity. Finding your digital and support to facilitate the shift in
voice. Working across tools. Degree of practice needed Strong leadership with an
openness. Personal/professional. understanding of the issues Re-visioning
18New digital literacies. Jenkins et structures and infrastructures
al., 2006. Professional development and incentives
19Digital scholar: Open Digital for academics Nationally Free resources -
Networked. Weller: OER, research outputs, etc. Promote and
http://nogoodreason.typepad.co.uk/no_good_ share case studies of good practice
eason/2010/07/thoughts-on-digital-scholars Appropriate strategies and policies and
ip.html. 19. funding Professional networks and
20Using new media for research. Blogs communities Ongoing horizon scanning of
facebook Twitter Working across social technology trajectories.
media Courses and conferences Publishing 52Final thoughts. Open, participatory
as you go. 20. and social media enable new forms of
21So why use blogs? Of the moment communication and collaboration
reflections Digital archive The power of Communities in these spaces are complex
peer review Record of events, reviews and and distributed We as academic staff need
resources Wider audience reach and hence to develop new digital literacy skills to
profile Link into facebook and Twitter harness their potential We need to rethink
Complements traditional publication how we carry out and disseminate research
routes. Open, participatory and social media can
22Blogs: promoting digital scholarship. provide mechanisms for us to share and
23Using facebook. discuss research ideas in new ways We are
24Twitter - ideas for harnessing Web seeing a blurring of boundaries:
2.0? teachers/researchers, teaching/research,
25Working across social media. real/virtual spaces, formal/informal modes
http://cloudworks.ac.uk/cloud/view/2266. of communication and publication.
26Twitter and facebook #fb. 53Personal reflection. Can you think of
27Combine effect and impact. Active blog good examples of using technologies? How
posting Use of Twitter Participation in has your use of technology for research
online conferences Webinars Podcasts Use purposes changed in the last five years?
of social media sites like facebook What are the pros and cons of these
Publishing online draft publications The changes? What’s your digital research
role of institutional research environment? How might you use
repositories. technologies more effectively in carrying
2828. out your research, communicating with
29Open courses: CCK10 and discourse. other researchers and disseminating
30OU learning & teaching conference. results? What are your strategies for
Works just as well for research events - publishing? How are you using technologies
virtual or blended. Went virtual in 2010 to publish and disseminate your research?
Use of Elluminate and Cloudworks Ca. 3500 54References. Galley, R., Conole, G. and
unique views Significant discussions and Alevizou, P. (submitted), Community
resource aggregation International Indicators: A framework for building and
participation. evaluating community activity on
31Open publishing as you go... Cloudworks, Interactive Learning
32Tips and hints. Think about strategies Environments. Conole, G, and Alevizou, P.
to make the most of each of the following (2010), A literature review of the use of
and then think about how you can do this Web 2.0 tools in Higher Education, HE
both in a face-to-face and virtual context Academy commissioned report,
Conferences Networking Publishing. 32. http://www.heacademy.ac.uk/assets/Evidence
33Conferences. Purpose: presentation et/Conole_Alevizou_2010.pdf Galley, R.,
& feedback Network, network, network! Conole, G. and Alevizou, P. (2010), Case
Potential collaborators & bid partners study: Using Cloudworks for an Open
Put in a symposium of experts Expert Literature Review, An HE Academy
validation workshops Put commissioned report. Alevizou, P., Conole,
papers/presentations online Follow up G. and Galley, R. (2010), Using Cloudworks
contacts afterwards: email, fb, Twitter, to support OER activities, An HE Academy
blogs, etc. Work up into a research paper commissioned report. Conole, G., Galley,
Work the hashtag Live blog or follow R. and Culver, J. (2010), Frameworks for
conference-related blogs. understanding the nature of interactions,
34Networking. Build links with networking and community in a social
international colleagues Get on networking site for academic practice, The
national-level committees Invite key International Review of Research in Open
researchers in your field to be involved and Distance Learning. Conole, G. and
in a joint research activity Invite people Culver, J. (2010) 'The design of
to give seminars at your institution Build Cloudworks: applying social networking
connections online via Twitter, facebook, practice to foster the exchange of
etc. Participate in online events Leave learning and teaching ideas and designs'
comments on blogs. Computers and Education, 54(3): 679 - 692.
35Publishing. Write books - edited or Conole and Culver (2009), Cloudworks:
single authored (post drafts) Become an social networking for learning design,
editor for a special issue of an online Australian Journal of Educational
journal Keep publication list up to date Technology, 25(5), pp. 763–782,
in your research repository Set up a http://www.ascilite.org.au/ajet/ajet25/con
writing group or workshop (real/virtual) le.html.
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