Not Signed-In
Which clippings match 'Learning Activities' keyword pg.1 of 1
05 NOVEMBER 2012

Ravensbourne College of Design and Communication: contextual studies, and enterprise and entrepreneurship

"The adaptability necessary to succeed as a design or media specialist comes not only from deep disciplinary knowledge. Graduates also need a breadth of knowledge and skills which some commentators have referred to as being 'T–Shaped'. These additional skills include the ability to work with and increasingly work across disciplines, entrepreneurial attitudes and a knowledge of the business contexts in which they will operate. All undergraduate Ravensbourne programmes incorporate curriculum and learning activities designed to develop these skills in our students. Cross–disciplinary collaborative projects offer students the opportunity to work in teams with other disciplines.

The course structure draws on the creative synergies and frictions of the different disciplines at Ravensbourne and provides physical and intellectual opportunities for students to meet, learn and work together with students from different disciplines."

(Ravensbourne, UK)

1

TAGS

adaptability • breadth of knowledge • collaborative project • contextual studies • course designcourse finder • creative frictions • creative synergies • cross-disciplinarycurriculum designdesign graduatesdesign specialistdigital designdigital mediadisciplinary fieldsdisciplinary knowledge • enterprise and entrepreneurship • entrepreneurial attitudes • entrepreneurship • intellectual opportunities • knowledge of business contexts • learning activitieslearning experience • media specialists • Ravensbourne • Ravensbourne College of Design and Communication • sub-disciplinary fields • sub-disciplinesubject specialistsT-shaped skillsteam workUKundergraduate studentsworking across disciplines

CONTRIBUTOR

Simon Perkins
21 SEPTEMBER 2011

infoKit: effective use of VLEs

"The use of technology to support learning and teaching has changed dramatically in recent years.

Most institutions are now exploring the possibilities of e–learning and many have implemented VLEs or virtual learning environments. These tools offer great possibilities but they need to be used effectively if they are to deliver maximum benefit for students.

This infoKit takes you from the theoretical frameworks underpinning good teaching to the practice of e–learning. We consider how technology affects the roles of learner and teacher in a number of real–life scenarios. The infoKit is based on sound pedagogic approaches and draws on case studies of good practice across the UK.

Whether you are new to e–learning or an experienced practitioner there are pathways to guide you through the relevant sections of the infoKit. The infoKit will continue to grow and expand as the knowledge base develops and we welcome your participation in its further development."

(2011 Northumbria University, on behalf of JISC Advance)

1

TAGS

best practicecase studiesCMC • Computer-Mediated Conferencing • e-assessmentelearninggood practice • infoKit • infoNetJISCknowledge baselearnerslearning activitieslearning and teachinglearning resource • Managed Learning Environment • MLE • Northumbria Universitypedagogic approachespedagogyresourceteacherteachingtheoretical frameworkstoolUKvirtual learning environmentsVLE

CONTRIBUTOR

Simon Perkins
08 APRIL 2011

1st International Conference on Learning Analytics and Knowledge

Learning Analytics & Knowledge: February 27–March 1, 2011 in Banff, Alberta

"The growth of data surpasses the ability of organizations to make sense of it. This concern is particularly pronounced in relation to knowledge, teaching, and learning. Learning institutions and corporations make little use of the data learners 'throw off' in the process of accessing learning materials, interacting with educators and peers, and creating new content. In an age where educational institutions are under growing pressure to reduce costs and increase efficiency, analytics promises to be an important lens through which to view and plan for change at course and institutions levels. Corporations face pressure for increased competitiveness and productivity, a challenge that requires important contributions in organizational capacity building from work place and informal learning. Learning analytics can play a role in highlighting the development of employees through their learning activities."

(George Siemens, 2010–07–22)

TAGS

2011 • accessing learning materials • analytics • Banff • Canadacloud computing • cloud hosting • conference • creating new content • data mining • education data • educational institutions • electronic education data • enterprise settings • exchanging analytics • formal institutional boundaries • George Siemens • increased competitiveness • increased efficiency • increased productivity • informal learning • information flow • interacting with educators • interacting with peers • knowledge analysis • knowledge development • knowledge modeling • knowledge representation • learning activities • learning analytics • learning and knowledge work • learning institutions • longitudinal learning datamaking sense • making sense of data • myriad platforms • nascent field • networked learning • new models • novel insights • open dataorganisational capabilities • organisational capacity building • organisational effectiveness • organisational systems • pedagogical domains • personalised educationpredictive analytics • pressure to reduce costs • semantic web • serve the needs of stakeholders • social domains • social interactionssocial learning • technical complexity • workplace learning

CONTRIBUTOR

Simon Perkins
Sign-In

Sign-In to Folksonomy

Can't access your account?

New to Folksonomy?

Sign-Up or learn more.