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it is a simple broadcast chat application in java useful for all professionals.....
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This presentation gives ideas on how to build a global learning community using Twitter, Skype, and classroom blogs.
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Global Learning as Pedagogy, Not as a Project... It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms. Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning. ‣ the amplified possibilities of global connections to move beyond your classroom, ‣ a global learning network at your disposal, ‣ using your imagination to bring the world (language and culture) to your students, ‣ opportunities to support and embed 21st century skills and literacies in your curriculum, ‣ a showcase of examples from the World Language classroom. Want to work with me? Contact me via http://globallyconnectedlearning.com
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My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/ Resources- http://shellyterrell.com/bytesized
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it is a simple broadcast chat application in java useful for all professionals.....
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This presentation gives ideas on how to build a global learning community using Twitter, Skype, and classroom blogs.
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Global Learning as Pedagogy, Not as a Project... It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms. Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning. ‣ the amplified possibilities of global connections to move beyond your classroom, ‣ a global learning network at your disposal, ‣ using your imagination to bring the world (language and culture) to your students, ‣ opportunities to support and embed 21st century skills and literacies in your curriculum, ‣ a showcase of examples from the World Language classroom. Want to work with me? Contact me via http://globallyconnectedlearning.com
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English 113A Rhetorical Prospectus Answer the questions below as fully as you can about your chosen topic for the “Adding to a Conversation” essay. Be as reflective and detailed as possible. Remember you are trying, in a sense, to convince me as your potential “editor” both that your topic is worthy of your and others’ time, and that you’ve sufficiently researched what others have said to be prepared to contribute to the conversation. 1. Why am I invested in this topic? Why do I care? How does it matter to me? 2. Summarize the nature of the conversation about your topic in 2-3 paragraphs. Be sure to include the variety of positions people hold about your topic—i.e. don’t reduce it to a pro/con or argument or either/or topic—the groups which hold these different positions, and the reasons these different groups might take the positions they do. 3. What is your purpose in “adding to this conversation”? What do you want to communicate with your paper? (e.g., inform, persuade, argue, shoot down another position, propose a solution, etc.) 4. Who do you want to address your paper to? Why this group given your purpose and your reading of the conversation? 5. What do you think this audience needs to know or consider that they don’t already know? 6. What kind of reaction do you want to get from your readers? What do you hope they’ll do as a result of reading? (e.g. take a specific action, change their opinions, get angry, etc.) 7. What kinds of written sources will you need to help you accomplish your purpose? 8. What kinds of written sources will be most convincing or needed by your audience? Why? 9. What other kinds of information can you draw off of in this paper (personal experience, surveys, etc.)? 10. If you could imagine publishing this paper in a public venue, where would you like it to appear? 11. What questions do you have about writing this paper? What do you think will be most difficult about what you plan to do? Connected, but alone? Sherry Turkle, March 2012 Just a moment ago, my daughter Rebecca texted me for good luck. Her text said, "Mom, you will rock." I love this. Getting that text was like getting a hug. And so there you have it. I embody the central paradox. I'm a woman who loves getting texts who's going to tell you that too many of them can be a problem. Actually that reminder of my daughter brings me to the beginning of my story. 1996, when I gave my first TEDTalk, Rebecca was five years old and she was sitting right there in the front row. I had just written a book that celebrated our life on the internet and I was about to be on the cover of Wired magazine. In those heady days, we were experimenting with chat rooms and online virtual communities. We were exploring different aspects of ourselves. And then we unplugged. I was excited. And, as a psychologist, what excited me most was the idea that we would use what we learned in the virtual world about ourselves, about our iden ...
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Workshop from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011. All of us need to communicate socially through our day – and it makes up a large part of what we do. We tell stories, chat, gossip and listen as others tell us about their weekends. Social communication is often estimated to be more than 50% of our daily conversation. Many students who use AAC or students who have difficulties with communication have trouble with social communication. This often isolates them from others and creates difficulties with building social closeness. This presentation will talk about some strategies for improving social communication, including visual scene displays, photo based storytelling and sequenced social scripts. The importance of small talk and using partner directed questions will be discussed – and research showing how crucial this is for people with disabilities to build their social networks will be covered. Use of technology, including speech generating devices and iPads to support students in this area will also be addressed. Come along and have fun – and learn about helping students with complex communication needs to develop their social communication skills so that they can tell you about their day and tell everyone else all your gossip!
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#BLC17 Interested in working with Silvia? Contact her at http://www.globallyconnectedlearning.com Blogging is inherently a platform that encourages communication and reflection. We are taking “blogging” beyond a technology platform,and seeing it as a shift directly related to teaching and learning in modern times. It becomes a platform for learning, creating, reflecting and sharing with a global audience. The transparency of sharing one’s successes and failures openly while being a responsible digital citizen embodies risk-taking and, at the same time, opens up and invites global feedback and perspective in to develop critical thinkers. Blogging can support the strategies, techniques and approaches to facilitate the learning in your classroom no matter what grade level, age group and subject area. Blogging supports four primary areas: Reading Writing Reflecting Sharing
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Interested in working with Silvia? Contact Silvia http://www.globallyconnectedlearning.com The term sketchnoting describes a style of visual note-taking recently gaining popularity among conference attendees. Contrary to popular belief, you do not have to be an artist to sketchnote and to take advantage of a different type of learning and making content connections beyond conference keynotes . Sketchnoting is helping make your thinking visible and shareable as you are reading a professional book, watching a movie clip, reading an educational blog post or article or listening to a lecture of conference keynote.
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Tidbits to get started using twitter to look for learning, capture learning, reflect on learning and share our learning. Connecting educators in the AASSA region via social media. Connecting beyond the physical days of the AASSA Educators' Conference in Lima, Peru. AASSA- Association of American Schools in South America Social Media
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Explore the world of IT certification with CompTIA. Discover how the CompTIA Security+ Book SY0-701 can elevate your cybersecurity expertise and open doors to new career opportunities. This PDF provides essential insights into the CompTIA Security+ certification, guiding you through exam preparation and showcasing the benefits of becoming CompTIA-certified. Download now to embark on your journey to IT excellence with CompTIA.
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Mehran University Newsletter is a Quarterly Publication from Public Relations Office
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University of Engineering & Technology, Jamshoro
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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.
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