Western Institute Virtual Tourism

•Transferir como PPT, PDF•

2 gostaram•743 visualizações

Western Institute Virtual Tourism: from Moodle to Opensim! Virtual Worlds Best Practice in Education Conference, 2011. Exploring the use of Virtual Worlds in Tourism & Hospitality Training with Rob Merchi and Jokay Wollongong

Educação Tecnologia Notícias e política

Mais conteúdo relacionado

Mais de Jo Kay

Exploring the Metaverse - Education in Virtual Worlds and Games

Jo Kay

Kiah and Teanna's Indigenous Issues Assignment

Jo Kay

Virtual Worlds and Games are increasingly being used in education and training to create learning experiences which are immersive, authentic and media rich. These slides are from a session by jokay Wollongong for the Australian Flexible Learning Framework. It explores some of ways educators from around the world are using spaces like Second Life, ReactionGrid, Quest Atlantis and World of Warcraft with their students. Discussion forum and recordings @ http://www.flexiblelearning.net.au/content/exploring-metaverse-virtual-worlds-and-games-learning

Exploring the Metaverse: Virtual Worlds and Games for Learning

Jo Kay

Introduction to UNSW Blogs

Jo Kay

UNSW Blogs - Under the Dashboard

Jo Kay

Virtually Creative

Jo Kay

Camera & Voice Protocols

Jo Kay

Islands of jokaydia 09

Jo Kay

Stay Standing If...

Jo Kay

Mashups Presentation

Jo Kay

Education in Second Life - on the Islands of jokaydia!

Jo Kay

Education on the Islands of jokaydia

Jo Kay

Virtual Worlds and Second Life

Jo Kay

e-learning for industry

Jo Kay

E-Learning for Industry - ASSDA – SkillsTech Australia.

Jo Kay

RTOs benefit from partnering with business

Jo Kay

Updated to include audience responses and participation! Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.

UPDATED: Everything old is new again…or is it?

Jo Kay

Presentation by Ian Phillips and Annie Fergusson. The Australian Flexible Learning Framework’s annual E-learning Benchmarking surveys, which measure the use, impact and uptake of e-learning within vocational education and training (VET) have been completed. The results are now available via the Flexible Learning Framework website. The surveys show that 29% of all VET activity now involves e-learning. This is up from 17% in 2006 and 6-8% in 2005. The growth in e-learning is primarily being driven by RTOs that were already using e-learning and extending it to more of their students. Nearly half of all registered training organisations still say they do no e-learning. Tune in to find out about the latest trends in the uptake and use of e-learning with data from the e-learning surveys of RTOs, VET students, employers and VET teachers and trainers. See the extent to which different training organisations are using e-learning, and catch up on what individual RTOs are doing to benchmark their use of e-learning.

E-learning Indicators (Benchmarking).

Jo Kay

Businesses and workplaces are very different to how they were 10, even just 5 years ago. Critics of our national training system suggest competencies are out of date. Are they? Or, is it our approaches to learning and our understanding of what constitutes training that is now out of step with the needs we claim to address? At what point do the national VET system, workforce development needs and culture of organisational learning intersect? Siemens and Wegner, familiar to VET practitioners on the Australian conference circuit 2005-2006, promote connectivism-network learning theory, and communities of practice respectively as relevant alternatives to traditional classroom learning. In this presentation, Barb McPherson a veteran of six Australian Flexible Learning Framework initiatives since 2002 considers ten challenges to workforce development and how RMT is responding and preparing for change.

Coming Up: Ten challenges for workforce development. Presentation by Barb McP...

Jo Kay

PD … can be so much more than a nice morning tea

Jo Kay

Mais de Jo Kay (20)

Exploring the Metaverse - Education in Virtual Worlds and Games

Kiah and Teanna's Indigenous Issues Assignment

Exploring the Metaverse: Virtual Worlds and Games for Learning

Introduction to UNSW Blogs

UNSW Blogs - Under the Dashboard

Virtually Creative

Camera & Voice Protocols

Islands of jokaydia 09

Stay Standing If...

Mashups Presentation

Education in Second Life - on the Islands of jokaydia!

Education on the Islands of jokaydia

Virtual Worlds and Second Life

e-learning for industry

E-Learning for Industry - ASSDA – SkillsTech Australia.

RTOs benefit from partnering with business

UPDATED: Everything old is new again…or is it?

E-learning Indicators (Benchmarking).

Coming Up: Ten challenges for workforce development. Presentation by Barb McP...

PD … can be so much more than a nice morning tea

Último

Código Creativo y Arte de Software | Unidad 1

Maestría en Comunicación Digital Interactiva - UNR

Nutritional Needs Presentation - HLTH 104

misteraugie

Application orientated numerical on hev.ppt

RamjanShidvankar

Activity 01 - Artificial Culture (1).pdf

ciinovamais

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

Measures of Dispersion and Variability: Range, QD, AD and SD

Thiyagu K

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx

iammrhaywood

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Chris Hunter

The basics of sentences session 2pptx copy.pptx

heathfieldcps1

Introduction to Nonprofit Accounting: The Basics

TechSoup

Unit-IV- Pharma. Marketing Channels.pptx

VishalSingh1417

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes

Celine George

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Shubhangi Sonawane

PROCESS RECORDING FORMAT.docx

PoojaSen20

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

christianmathematics

1029-Danh muc Sach Giao Khoa khoi 6.pdf

QucHHunhnh

Grant Readiness 101 TechSoup and Remy Consulting

TechSoup

Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Denish Jangid

Advanced Views - Calendar View in Odoo 17

Celine George