Corazón de María (CODEMA) School in Gijón, Spain has been working to engage students in science since 2013 using strategies like multiple intelligences, collaborative work, and teacher professional development. In 2015, a new Spanish law made scientific culture a compulsory subject for 16-year-old students. The three teachers of this subject decided to implement materials from the Engage project to teach key scientific issues to their 80 students. For example, they used the "Life on Enceladus" activity, which involved students analyzing evidence in groups and reaching a conclusion. While short on time, students and teachers found the Engage materials easy to use and curriculum-linked.
This webinar agenda has three main sessions to equip the next generation for active engagement in science. The webinar will begin with a welcome from Rafael Montero and include guidelines for participation. An expert talk by Silvia Alcaraz-Domínguez on engaging science will follow, with a Q&A session. Rafael Montero will then discuss engaging at CODEMA School, followed by another Q&A. The webinar will conclude after one hour.
The document discusses the Scientix project, which aims to promote science, technology, engineering, and math (STEM) education in Europe. It notes concerns about declining interest in STEM studies and careers. Scientix addresses this by providing resources like online training, networking events, and lesson plans to help make STEM teaching more engaging. The project also connects educators through its online portal and community platforms. The document provides examples of digital labs and hands-on activities that are shared through Scientix to inspire STEM learning.
The document describes the ENGAGE project which aims to equip students for active engagement in science through inquiry-based science education. The goals are to help teachers address contemporary science issues, develop their practice for responsible research and innovation, and provide students with skills to engage with science issues. The project will create an online teacher community and open curriculum materials dealing with science dilemmas. It focuses on developing students' science-society knowledge, inquiry skills, and ability to evaluate claims, consider values, and communicate ideas.
This document summarizes a presentation given by Céline Laugel about the Scientix and eTwinning programs. It describes Scientix as a website that hosts European science education projects and networks ambassadors. It provides details about an international science competition for students ages 14 to 16 involving teams from 12 countries presenting their work on science projects using selected resources. The goal is to develop inquiry-based science education and create an enthusiastic teacher network. Resources include Earth and Universe Pupil Research Briefs on topics like space science and climate change. Ambassadors in 30 countries help disseminate Scientix at national, regional and local levels through various means.
The document discusses science education initiatives under Horizon 2020. It provides background on science education support from previous EU research frameworks and outlines the key initiatives and funding provided. Horizon 2020 continues supporting science education through the Science with and for Society program. Upcoming calls focus on open schooling collaboration, science education outside the classroom, and celebrating European science. The total budget for science education under Horizon 2020 is not specified.
Promoting excellence in STEM education, Andrea van BruggenBrussels, Belgium
This document discusses promoting excellence in STEM education through enrichment programs. It describes two such programs: the Junior College Utrecht program, a collaboration between Utrecht University and 27 schools offering research modules to talented students, and the Willem van Oranje College program offering challenging projects. It provides an example JCU module on membranes and antibiotic resistance that uses inquiry-based learning. The document recommends differentiating instruction and open-ended assignments to challenge excellent students, and cooperating with other teachers and external experts to develop high-quality materials for excellence programs.
The ENGAGE project provides curriculum materials and online resources to help teachers engage students in applying science to contemporary issues. More than 8,000 teachers in Europe are using materials from ENGAGE that focus on identifying science dilemmas, analyzing emerging issues in science, and developing scientific reasoning through inquiry-based learning. The goal is to equip students to evaluate claims, consider science and values, argue opinions, and compare solutions on topics like climate change, health, and technology.
Corazón de María (CODEMA) School in Gijón, Spain has been working to engage students in science since 2013 using strategies like multiple intelligences, collaborative work, and teacher professional development. In 2015, a new Spanish law made scientific culture a compulsory subject for 16-year-old students. The three teachers of this subject decided to implement materials from the Engage project to teach key scientific issues to their 80 students. For example, they used the "Life on Enceladus" activity, which involved students analyzing evidence in groups and reaching a conclusion. While short on time, students and teachers found the Engage materials easy to use and curriculum-linked.
This webinar agenda has three main sessions to equip the next generation for active engagement in science. The webinar will begin with a welcome from Rafael Montero and include guidelines for participation. An expert talk by Silvia Alcaraz-Domínguez on engaging science will follow, with a Q&A session. Rafael Montero will then discuss engaging at CODEMA School, followed by another Q&A. The webinar will conclude after one hour.
The document discusses the Scientix project, which aims to promote science, technology, engineering, and math (STEM) education in Europe. It notes concerns about declining interest in STEM studies and careers. Scientix addresses this by providing resources like online training, networking events, and lesson plans to help make STEM teaching more engaging. The project also connects educators through its online portal and community platforms. The document provides examples of digital labs and hands-on activities that are shared through Scientix to inspire STEM learning.
The document describes the ENGAGE project which aims to equip students for active engagement in science through inquiry-based science education. The goals are to help teachers address contemporary science issues, develop their practice for responsible research and innovation, and provide students with skills to engage with science issues. The project will create an online teacher community and open curriculum materials dealing with science dilemmas. It focuses on developing students' science-society knowledge, inquiry skills, and ability to evaluate claims, consider values, and communicate ideas.
This document summarizes a presentation given by Céline Laugel about the Scientix and eTwinning programs. It describes Scientix as a website that hosts European science education projects and networks ambassadors. It provides details about an international science competition for students ages 14 to 16 involving teams from 12 countries presenting their work on science projects using selected resources. The goal is to develop inquiry-based science education and create an enthusiastic teacher network. Resources include Earth and Universe Pupil Research Briefs on topics like space science and climate change. Ambassadors in 30 countries help disseminate Scientix at national, regional and local levels through various means.
The document discusses science education initiatives under Horizon 2020. It provides background on science education support from previous EU research frameworks and outlines the key initiatives and funding provided. Horizon 2020 continues supporting science education through the Science with and for Society program. Upcoming calls focus on open schooling collaboration, science education outside the classroom, and celebrating European science. The total budget for science education under Horizon 2020 is not specified.
Promoting excellence in STEM education, Andrea van BruggenBrussels, Belgium
This document discusses promoting excellence in STEM education through enrichment programs. It describes two such programs: the Junior College Utrecht program, a collaboration between Utrecht University and 27 schools offering research modules to talented students, and the Willem van Oranje College program offering challenging projects. It provides an example JCU module on membranes and antibiotic resistance that uses inquiry-based learning. The document recommends differentiating instruction and open-ended assignments to challenge excellent students, and cooperating with other teachers and external experts to develop high-quality materials for excellence programs.
The ENGAGE project provides curriculum materials and online resources to help teachers engage students in applying science to contemporary issues. More than 8,000 teachers in Europe are using materials from ENGAGE that focus on identifying science dilemmas, analyzing emerging issues in science, and developing scientific reasoning through inquiry-based learning. The goal is to equip students to evaluate claims, consider science and values, argue opinions, and compare solutions on topics like climate change, health, and technology.
The document describes ENGAGE, a European project that aims to equip students with skills to actively engage with science. It seeks to help teachers address contemporary science issues and develop lessons using dilemmas that teach science concepts while discussing related societal topics. The project provides an online community for teachers, massive open online courses, and partnerships with scientists. It focuses on inquiry-based learning using curriculum materials that teach skills like evaluating evidence and weighing science and values. The goal is to help students engage with and make informed decisions about emerging science issues.
IBL for raising students’ attraction to science, Francesca UgoliniBrussels, Belgium
This document summarizes a project conducted from 2011-2013 that involved scientists working with teachers and students in 37 schools and 79 classes across Tuscany, Italy. The project aimed to make science learning more engaging by applying inquiry-based learning methods. Scientists helped teachers implement new didactic modules focused on environmental topics like the carbon cycle and photosynthesis. Teachers provided feedback that was used to improve the modules. Assessment found the modules effectively improved students' understanding of environmental issues and stimulated their interest and curiosity in science.
ENGAGE aims to help students analyze emerging issues in science and technology and develop informed opinions through innovative curriculum materials and teacher professional development. The materials include 60 dilemmas, 20 problem-solving sequences, and 10 open-ended scenarios that teach students skills like critiquing claims, examining consequences, and justifying opinions. Teachers can access workshops, online courses, and a community for support in using socio-scientific issues and the ENGAGE resources to make science learning more authentic. The goal is to equip students to evaluate science and its impacts on society.
The 13th Science Projects Workshop in the Future Classroom Lab, organised by Scientix, in collaboration with the STEM Alliance and OPENSKIMR took place in Brussels in October 2016, from Friday 14 (starting time: 19:30) to Sunday 16 (end ~14h).
Presentation for the International Geographic Conference outlining the initial findings of the Erasmus+ funded project from the literature review and small scale survey of teachers.
This document provides information about an Erasmus+ funded project called the GI Pedagogy Project which aims to develop an innovative pedagogical model for teaching with geographical information systems (GIS) and a toolkit of approaches for early career and trainee teachers. The project involves universities and schools from several European countries. It will include developing a literature review on GIS pedagogy, surveying expert teachers, creating a teacher training course and case studies, and sharing findings through publications and a digital exhibition.
The document discusses equipping students with skills for responsible research and innovation (RRI) through the ENGAGE curriculum.
The ENGAGE RRI curriculum aims to teach students skills like critical thinking, evaluating sources, and considering social and ethical implications to discuss socio-scientific issues. It provides lesson plans, projects, and online materials to foster important inquiry skills for RRI.
Teachers report that ENGAGE stimulates students to critically analyze issues, bring questions to discussions, and consider all perspectives surrounding complex topics like the health impacts of sugary drinks.
The document proposes the creation of the European Science Education Academy (ESEA) to promote best practices in science education across Europe. The goals of ESEA are to 1) influence science teaching approaches, 2) document innovation in teacher professional development, 3) create an accessible repository of best practices, and 4) provide policy advice. ESEA will develop guidelines, identify resources, support communities of practice, and disseminate information to stakeholders including teachers, policymakers, and educational organizations. Initial funding from PATHWAY and other projects will support developing the conceptual framework, repository, and teacher training programs to improve science education.
The webinar agenda outlines presentations about Scientix, a community for science education in Europe. It is financed by the European Union's Seventh Framework Programme for Research and Development. The agenda includes introductions, presentations on Scientix and the STEM Alliance program, a featured Scientix project, and a question and answer session.
Vidumath is a European education project that encourages primary students ages 8-12 to produce videos about mathematics autonomously and collaboratively. The goal is to motivate students and help them build a deeper understanding of math concepts. Teachers can access resources on the vidumath website that provide guidance on selecting math topics and video methods for students to use. Students then prepare calculations, storyboards, and edit videos to upload and share with peers, teachers, parents and through the project's online channels.
Vidumath webinar etwinning stem group agendaRafael Montero
The document outlines the agenda for a Vidumath webinar for eTwinning. It introduces the presenters - Armin Hottmann, Oliver Thiel, and Joel Josephson - and provides brief biographies of their relevant experience and qualifications. The agenda includes an introduction to the Vidumath project, the pedagogical approach of using video for teaching maths, workshops on making the project work, available resources, and how to get involved.
The ENGAGE project aims to equip students for active engagement in science through an integrated curriculum. The curriculum uses contemporary science issues and applications to help teachers develop skills for responsible research and innovation. It provides students with lessons, dilemmas, and projects to engage them with science issues. The curriculum follows a 5E model and is delivered through workshops, online courses, and open community resources. It aims to give students a strong foundation to engage with science in their lives.
How EdTech can help overcome the challenges to Initial Teacher TrainingIRIS Connect
In this webinar we bring together ITT experts and education professionals to share their challenges and solutions to providing better support to trainee teachers through the use of effective education technology.
Presentation on External Academic Audit Report (2017 18) - R.D.SivakumarSivakumar R D .
This document summarizes an external academic audit of the Department of M.Com.(CA) & Assistant Professor of Computer Science at Ayya Nadar Janaki Ammal College for the years 2016-17 and 2017-18. It provides details of the department's courses offered, staff, teaching methods used, student achievements, publications, guest lectures, and future plans. The auditor made suggestions for improvement that the department has taken action on, such as increasing publications, applying for grants, and organizing more industry engagement activities.
Enabling professional development by letting go of the pedagogical paradigmsMatt Cornock
Annotated slides from reflective session paper presented at the ALT Conference, 4 September 2019, Edinburgh, UK. This presentation is relevant to all learning designers, learning technologists and online practitioners navigating the literature, research and data around online learning design for professional development. It concludes with an argument for open pedagogy, that is not defined on design, but is experienced based on learner choice.
This document provides an overview of a seminar on enhancing STEM education through integrating arts (STEAM). The seminar objectives are to provide strategies for using technology and apps to create student-centered STEAM lessons, enhance rigorous thinking skills, and align with standards. It will also cover ways to increase student engagement and success through questioning, collaboration, and problem-solving. Attendees will learn about educational technologies and resources for differentiated instruction, as well as assessment strategies. The seminar aims to provide practical techniques for effective STEAM instruction and classroom management using technology.
The document describes ENGAGE, a European project that aims to equip students with skills to actively engage with science. It seeks to help teachers address contemporary science issues and develop lessons using dilemmas that teach science concepts while discussing related societal topics. The project provides an online community for teachers, massive open online courses, and partnerships with scientists. It focuses on inquiry-based learning using curriculum materials that teach skills like evaluating evidence and weighing science and values. The goal is to help students engage with and make informed decisions about emerging science issues.
IBL for raising students’ attraction to science, Francesca UgoliniBrussels, Belgium
This document summarizes a project conducted from 2011-2013 that involved scientists working with teachers and students in 37 schools and 79 classes across Tuscany, Italy. The project aimed to make science learning more engaging by applying inquiry-based learning methods. Scientists helped teachers implement new didactic modules focused on environmental topics like the carbon cycle and photosynthesis. Teachers provided feedback that was used to improve the modules. Assessment found the modules effectively improved students' understanding of environmental issues and stimulated their interest and curiosity in science.
ENGAGE aims to help students analyze emerging issues in science and technology and develop informed opinions through innovative curriculum materials and teacher professional development. The materials include 60 dilemmas, 20 problem-solving sequences, and 10 open-ended scenarios that teach students skills like critiquing claims, examining consequences, and justifying opinions. Teachers can access workshops, online courses, and a community for support in using socio-scientific issues and the ENGAGE resources to make science learning more authentic. The goal is to equip students to evaluate science and its impacts on society.
The 13th Science Projects Workshop in the Future Classroom Lab, organised by Scientix, in collaboration with the STEM Alliance and OPENSKIMR took place in Brussels in October 2016, from Friday 14 (starting time: 19:30) to Sunday 16 (end ~14h).
Presentation for the International Geographic Conference outlining the initial findings of the Erasmus+ funded project from the literature review and small scale survey of teachers.
This document provides information about an Erasmus+ funded project called the GI Pedagogy Project which aims to develop an innovative pedagogical model for teaching with geographical information systems (GIS) and a toolkit of approaches for early career and trainee teachers. The project involves universities and schools from several European countries. It will include developing a literature review on GIS pedagogy, surveying expert teachers, creating a teacher training course and case studies, and sharing findings through publications and a digital exhibition.
The document discusses equipping students with skills for responsible research and innovation (RRI) through the ENGAGE curriculum.
The ENGAGE RRI curriculum aims to teach students skills like critical thinking, evaluating sources, and considering social and ethical implications to discuss socio-scientific issues. It provides lesson plans, projects, and online materials to foster important inquiry skills for RRI.
Teachers report that ENGAGE stimulates students to critically analyze issues, bring questions to discussions, and consider all perspectives surrounding complex topics like the health impacts of sugary drinks.
The document proposes the creation of the European Science Education Academy (ESEA) to promote best practices in science education across Europe. The goals of ESEA are to 1) influence science teaching approaches, 2) document innovation in teacher professional development, 3) create an accessible repository of best practices, and 4) provide policy advice. ESEA will develop guidelines, identify resources, support communities of practice, and disseminate information to stakeholders including teachers, policymakers, and educational organizations. Initial funding from PATHWAY and other projects will support developing the conceptual framework, repository, and teacher training programs to improve science education.
The webinar agenda outlines presentations about Scientix, a community for science education in Europe. It is financed by the European Union's Seventh Framework Programme for Research and Development. The agenda includes introductions, presentations on Scientix and the STEM Alliance program, a featured Scientix project, and a question and answer session.
Vidumath is a European education project that encourages primary students ages 8-12 to produce videos about mathematics autonomously and collaboratively. The goal is to motivate students and help them build a deeper understanding of math concepts. Teachers can access resources on the vidumath website that provide guidance on selecting math topics and video methods for students to use. Students then prepare calculations, storyboards, and edit videos to upload and share with peers, teachers, parents and through the project's online channels.
Vidumath webinar etwinning stem group agendaRafael Montero
The document outlines the agenda for a Vidumath webinar for eTwinning. It introduces the presenters - Armin Hottmann, Oliver Thiel, and Joel Josephson - and provides brief biographies of their relevant experience and qualifications. The agenda includes an introduction to the Vidumath project, the pedagogical approach of using video for teaching maths, workshops on making the project work, available resources, and how to get involved.
The ENGAGE project aims to equip students for active engagement in science through an integrated curriculum. The curriculum uses contemporary science issues and applications to help teachers develop skills for responsible research and innovation. It provides students with lessons, dilemmas, and projects to engage them with science issues. The curriculum follows a 5E model and is delivered through workshops, online courses, and open community resources. It aims to give students a strong foundation to engage with science in their lives.
How EdTech can help overcome the challenges to Initial Teacher TrainingIRIS Connect
In this webinar we bring together ITT experts and education professionals to share their challenges and solutions to providing better support to trainee teachers through the use of effective education technology.
Presentation on External Academic Audit Report (2017 18) - R.D.SivakumarSivakumar R D .
This document summarizes an external academic audit of the Department of M.Com.(CA) & Assistant Professor of Computer Science at Ayya Nadar Janaki Ammal College for the years 2016-17 and 2017-18. It provides details of the department's courses offered, staff, teaching methods used, student achievements, publications, guest lectures, and future plans. The auditor made suggestions for improvement that the department has taken action on, such as increasing publications, applying for grants, and organizing more industry engagement activities.
Enabling professional development by letting go of the pedagogical paradigmsMatt Cornock
Annotated slides from reflective session paper presented at the ALT Conference, 4 September 2019, Edinburgh, UK. This presentation is relevant to all learning designers, learning technologists and online practitioners navigating the literature, research and data around online learning design for professional development. It concludes with an argument for open pedagogy, that is not defined on design, but is experienced based on learner choice.
This document provides an overview of a seminar on enhancing STEM education through integrating arts (STEAM). The seminar objectives are to provide strategies for using technology and apps to create student-centered STEAM lessons, enhance rigorous thinking skills, and align with standards. It will also cover ways to increase student engagement and success through questioning, collaboration, and problem-solving. Attendees will learn about educational technologies and resources for differentiated instruction, as well as assessment strategies. The seminar aims to provide practical techniques for effective STEAM instruction and classroom management using technology.
This document outlines five ICT education competitions organized by the Ministry of Education in Trinidad and Tobago in collaboration with Microsoft. The competitions are open to primary and secondary school teachers and students and are aimed at fostering the use of ICTs in teaching and developing 21st century skills. The competitions include innovative uses of ICT, digital posters, app creation, digital stories, and an innovative educator award. More information can be found at the listed website and contacts. The deadline for submissions is October 16, 2015.
Starting and growing a personal learning network takes time & patience. This session will provide tips & tricks to help. We’ll discuss the impact of social media & Web 2.0 on ideas about learning, teaching & best practices in connecting with your specific audience. Leave with the tools & resources to get started or improve your outreach!
The STEM Impressionists program provides middle and high school students opportunities to engage with STEM activities and careers. In middle school, the program aims to document students' STEM experiences to support college applications and scholarships. It also introduces students to various STEM careers through experts. In high school, the program offers training and certifications in skills like coding, robotics, and Raspberry Pi. It encourages students to teach others and provide leadership. The long-term goal is for students to build a cohort that supports their STEM careers over time by giving back to younger students. In 2017-2018, the program participated in seminars on artificial intelligence.
This document outlines the agenda for a professional development day focused on 21st century competencies. The day will include reflections on competencies like digital citizenship and discussions on how to connect competencies to curriculum and assessment. Teachers will also review artifacts from previous years and create new action plans. The workshop is part of an ongoing initiative to help teachers foster skills like critical thinking, collaboration, creativity and digital citizenship in students.
Opening to the inaugural workshop on Learning Analytics in Schools held at LAK18: International Conference on Learning Analytics & Knowledge, Sydney. http://lak18.solaresearch.org
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
Educators as Partners in Digital Engagement: What you can do...Paul Brown
Educational session originally presented at the 2016 Association of College Unions International (ACUI) Region IV Conference in Boulder, Colorado. Discusses engaging sixth students online and teaching them digital skills.
QuickStart Computing Scotland - subject knowledge for Primary teachersGeorgeMilliken2
QuickStart Computing can help primary teachers to pick up the necessary subject knowledge for computing science.
Author: Miles Berry
Adjusted for Scotland: Bill Sargent
Consultants: Yvonne Walker, Graham Hastings
This document provides an overview and plan for a student induction on digital marketing. It discusses:
- Recent developments in digital marketing and preparing students for employment.
- An introduction to the Digital Marketing programme structure and modules on topics like analytics, digital communications, and strategic marketing.
- Upcoming employability events and how students can get involved in activities like the Digital Champions program.
- Trends in digital technologies like mobile, big data, and how marketing is changing to focus on customer engagement and value.
- Resources for students to explore digital marketing topics in more depth like attending events, building online networks, and completing a digital marketing MOOC.
Digital Class Journals is a communication platform that allows kids to upload photos of their schoolwork using iPads. Teachers then approve the submissions to create a digital class journal. Parents can engage with their kids around the schoolwork. School directors get increased visibility into class activities. The platform aims to increase parent engagement through digitally capturing kids' work, building pride and facilitating learning at home. It generates revenue through school subscriptions and additional parent services like printed portfolios and yearbooks.
STEM / STEAM - integrating into a master's program Eileen O'Connor
Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
This document discusses frameworks for integrating technology into teaching and learning, including SAMR and TPACK models. It emphasizes the need for students to develop digital skills to be successful in the digital age. Various strategies are presented for instructional design, including differentiating instruction, project-based learning, and assessing students' technology skills along with content mastery. Tools are introduced to help map curricula to frameworks and plan technology-integrated learning activities that increase cognitive engagement.
This document discusses effective technology integration at Manor Lakes P-12 College. It begins with an agenda for a meeting on the topic, including discussing the college's eLearning strategy and levels of technology integration. It then provides information on the growth of the college's 1:1 device program and introduces concepts like the SAMR model for technology integration. The remainder of the document focuses on developing eLearning integration capabilities at the college, with sections devoted to how students can capture, create, communicate, collaborate, and connect through the use of technology to support teaching and learning. It emphasizes that technology must be integrated effectively for a school to evolve, and provides ideas for staff on moving forward with integration.
El documento trata sobre el Colegio Corazón de María. En una oración breve, el resumen captura que se trata de una carta pastoral dirigida al colegio mencionado.
El documento trata sobre los documentos del Colegio Corazón de María. En él se mencionan los requisitos para la matrícula de los estudiantes nuevos así como los documentos necesarios para la renovación de la matrícula de los estudiantes actuales.
El documento trata sobre la arquitectura del Colegio Corazón de María. El colegio fue construido en 1950 y su estilo arquitectónico es neoclásico, con columnas y frontones triangulares. Consta de tres pisos y su fachada principal da a la calle Real.
El documento trata sobre los anuarios del Colegio Corazón de María. En él se recopila información sobre los estudiantes y profesores del año escolar, incluyendo fotografías, logros académicos y extracurriculares. El anuario sirve para recordar los buenos momentos vividos en la institución educativa.
Los alumnos del Colegio Corazón de María asistieron a clases como de costumbre. El día transcurrió normalmente con las lecciones y recreos habituales. Al final del día, los estudiantes regresaron a sus hogares después de otra jornada educativa en la institución.
El Colegio Corazón de María ofrece una variedad de actividades extracurriculares para sus estudiantes. Algunas de las actividades disponibles son deportes como fútbol, baloncesto y voleibol. También ofrecen clubes de arte, música, periodismo y voluntariado. El objetivo es fomentar el desarrollo integral de cada estudiante a través de la participación en actividades que promuevan valores y habilidades fuera del aula.
20210311 hosting a live event the smart way rafa monteroRafael Montero
The document provides guidance on hosting an online event in a smart way. It discusses setting Specific, Measurable, Attainable, Relevant, and Time-bound (SMART) goals for an event. As an example, it outlines a plan to host an online event for a group of over 100 teachers focused on innovative teaching methods, where teachers would share best practices within a structured one-hour time frame, including time for presentation and Q&A. The goals are to showcase teacher work, get feedback, and create a recording and page about the event for the group.
This document describes the Digitally Competent European Schools (DICES) project which involves four secondary schools from Belgium, Spain, France and Czech Republic. The project aims to analyze each school's current digital situation using tools like SELFIE and TET-SAT in order to develop action plans to improve digital competencies of students and teachers. Specific goals include implementing European digital frameworks in each school, increasing European dimension through cultural exchanges, and supporting teacher professional development. The project seeks to achieve an eTwinning quality seal for participating schools by 2022.
El documento presenta a Isabel Crespo, coordinadora de educación en la Fundación Europeana. Se encarga de promover el contenido del repositorio online de la fundación en el sector educativo estableciendo colaboraciones con ministerios de educación y otras organizaciones. Posee títulos universitarios en ciencias políticas, gestión cultural y comunicación. El segundo apartado describe los objetivos de un seminario sobre utilizar los recursos culturales digitales de Europeana para fomentar el pensamiento crítico y dotar a los estudiantes de habilidades para detectar noticias falsas
Este documento presenta una introducción a Europeana, la plataforma digital para el patrimonio cultural europeo. Explica que Europeana está financiada por la Comisión Europea y cumplió 10 años en 2018. Además, describe cómo Europeana trabaja con museos, bibliotecas y archivos para agregar contenido digital a su base de datos y cómo busca enriquecer los contenidos educativos mediante recursos de acceso libre relacionados con el patrimonio cultural europeo.
This document outlines the agenda for a mobility program in France from January 21-25, 2019. It includes workshops and activities related to citizen science, French language and culture, the origins of life, meteorites, asteroids, crystallography, the European parliament, math, citizen science in medicine, and a goodbye party. Participants will arrive from Spain, Czech Republic, and Belgium and have accommodations at a school in Strasbourg, France. The agenda incorporates educational sessions, tours of Strasbourg and nearby areas, and opportunities for collaboration between participants.
Este documento describe una actividad escolar en la que los estudiantes crean su propio diagrama de Hertzsprung-Russell (HR) posicionando estrellas con diferentes temperaturas y brillos. Los estudiantes reciben datos sobre 12 estrellas, incluidos sus nombres, temperaturas, brillos y tiempos de vida esperados. Luego colocan las estrellas en un diagrama HR y analizan las relaciones entre las variables. Finalmente, comparten sus resultados con el resto de la clase para crear un diagrama HR general.
El documento describe un proyecto interdisciplinar para estudiantes de primer año de bachillerato en el CODEMA sobre la Semana de la Ciencia. El proyecto involucra matemáticas y cultura científica. Se pide a los estudiantes que grafiquen en una escala logarítmica la distancia de los planetas al Sol en el eje x y sus diámetros en el eje y.
Este documento presenta una plantilla para un proyecto que involucra a tres escuelas asociadas para organizar una Semana Internacional de Ciencia y Tecnología. El proyecto tiene como objetivo mostrar a los estudiantes de 12 a 16 años que la ciencia puede ser divertida a través de actividades como concursos, talleres de laboratorio y charlas. Los estudiantes diseñarán y presentarán actividades propuestas que se llevarán a cabo de forma simultánea en las tres escuelas durante la semana programada. Al finalizar, se evaluarán y premi
This document outlines the agenda and topics for discussion at the second transnational meeting of the Citizen Science at School project. Key points to be covered include a presentation of the schools and teachers involved, an overview of the 2018 application figures, requirements and next steps for the project, plans for student and teacher mobilities in the second year, and recommendations from the Spanish National Agency. Administrative items like reports, payments, possible audits, impact, and dissemination of results are also noted.
El documento describe la implementación de un Aula del Futuro Flexible (FCL) en el Colegio Corazón de María. Se adaptó el modelo FCL a la situación existente del centro, distribuyendo varios espacios - como un aula de idiomas, biblioteca, aula colaborativa y aula de audiovisuales - por todo el recinto para maximizar su uso. Esto requirió un cambio metodológico para aprovechar mejor estos recursos.
This document discusses activities related to teaching coding and computer science to students aged 7 years old. It describes unplugged coding activities, puzzles from the Coding@school project, and using Scratch and Scratch Junior for basic programming. It also mentions using Minecraft for an Hour of Code activity and making pixel art. Links are provided to online resources and videos about these coding activities for elementary school students. The document concludes by thanking the readers and is authored by Stavroula Lada from Greece.
CODEWEEK Webinar 03 Nair Codeweek and eTwinningRafael Montero
Code Week @ School is a grassroots initiative aimed at promoting computational thinking and coding activities in schools. It encourages schools to join the initiative, with the goal of having 50% of European schools participate by 2020. The document provides information for teachers on how to get involved, such as organizing coding activities and registering them on the Code Week map. Teachers are encouraged to mobilize other schools and use provided toolkits and resources to spread knowledge of coding and computational thinking to students. The initiative also includes challenges like Code Week for All to engage students across multiple schools and countries.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Article: https://pecb.com/article
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
2. www.etwinning.net
AGENDA OF THE WEBINAR
Welcome and Introduction – Rafael Montero - 5'
The STEM Alliance - Maite Debry - 10'
The STEM Discovery Week and the PROFESSIONAL GO BACK TO
SCHOOL SCHEME - Maite Debry- 15'
THE PROFESSIONAL GO BACK TO SCHOOL TOOL - 10' - Silvia Giacon
The PROFESSIONAL GO BACK TO SCHOOL communications material -
5' - Giacomo Galardini
The OPENING MINDS TO STEM CAREERS MOOC -10' - Teodora Ioan
Q&A - All - 5'
31/03/17eTwinning template 2
3. www.etwinning.net
ABOUT THE STEM ALLIANCE
31/03/2017 3
• Builds on inGenious project (2011-2014)
• STEM Education – careers, Promotion of STEM jobs, in all industry
sectors
• STEM-skilled-workforce
Join forces to support & promote:
• existing industry-education
STEM collaboration
• development of new ways to
teach STEM
7. www.etwinning.net
STEM PROFESSIONALS GO BACK TO SCHOOL
What is it?
Initiative that facilitates matching of companies and
school through online tool
Once matched school & company receive info package /
preparation material
The STEM Professionals go to the school for half a day to
talk to students & teachers about their career etc.
06/04/2014
Why should you engage?
- Get connected to industry, STEM professionals with various profiles (engineer,
scientists, IT experts, etc..)
- Inspire your pupils and give them opportunity to learn about passion for STEM
- Have a direct impact on young people
- Low investment from your side, big impact.
8. www.etwinning.net
HOW DOES IT WORK?
Two possible scenario:
1. You know already a company and you can invite them to register to the tool.
2. You are looking for a contact
Your collaboration will be visible on the STEM Alliance map and we will
promote the visit you organised.
The STEM Professionals visit to the school is a cooperation between the
teacher and the professional. The activity should be organise collaboratively.
31/03/17eTwinning template 8
13. www.etwinning.net
STEM PROFESSIONALS GO BACK TO SCHOOLS – THE
BOOKLET
Step 1 – Preparation
• Find and contact your visiting professional (Tool)
• Appoint a contact person
• Get inspired – Take a look at the STEM Alliance repository of practices, www.stemalliance.eu/practices
• Decide on the main objectives – topic, link with curriculum, key messages and expected outcomes
• Develop an agenda of the day
• Prepare the students – as part of a lesson, cultivate interest of students, expectation in terms of learning
and behaviour
• Obtain consent – picture and video permission
• Spread the word about the visit – social media, etc..
14. www.etwinning.net
STEM PROFESSIONALS GO BACK TO SCHOOLS – THE
BOOKLET
Step 2 – Welcoming the company
• Treat them as your valued guest
• Plan ahead – schedule, logistic, etc..
• Stay Flexible – adapt to busy STEM professionals schedule
• Be respectful of their time – Maximize their time with students
• Make it easy for your visitors – indicate way to the venue, parking, etc..
• Immerse them in the STEM Alliance experience – share about other school industry collaboration,
your innovative way to teach Science, Technology, Engineering and Maths
• Document the visit of the professionals – keep in mind the consent
15. www.etwinning.net
STEM PROFESSIONALS GO BACK TO SCHOOLS – THE
BOOKLET
Step 3 – After the visit
• Collect feedback and impressions from students – use the STEM Alliance feedback form for the
PGB2S
• Provide feedback – to the visiting STEM professionals and through the tool to the STEM Alliance team
• Thank you note email – to the STEM Professionals no more than 2 or 3 days after
• Share your experience about the visit – using social media, etc…
• Keep in touch with the STEM Professionals – For more collaborative activities
20. www.etwinning.net
STEM PROFESSIONALS GO BACK TO SCHOOL
31/03/2017 20
#PGB2S COMMUNICATIONS MATERIAL
Informative brochure for schools and teachers
How to spread the
word about
#PGB2S?
21. www.etwinning.net
STEM PROFESSIONALS GO BACK TO SCHOOL
31/03/2017 21
#PGB2S COMMUNICATIONS MATERIAL
• Retrievable from the
PGB2S page
• Explanation about the
programme
• Interactive
• Printable
22. www.etwinning.net
STEM PROFESSIONALS GO BACK TO SCHOOL
31/03/2017 22
#PGB2S COMMUNICATIONS MATERIAL
http://www.stemalliance.eu/pgbs/promotion
How to spread the
word about
#PGB2S?
23. www.etwinning.net
STEM PROFESSIONALS GO BACK TO SCHOOL
31/03/2017 23
#PGB2S COMMUNICATIONS MATERIAL
PostersBanners
Content for Facebook
Twitter & LinkedIn
GIF
Click here for the shareable link
or at the bottom of the page
24. www.etwinning.net
STEM PROFESSIONALS GO BACK TO SCHOOL
31/03/2017 24
#PGB2S COMMUNICATIONS MATERIAL
How to tag on Twitter Social Media Hashtag:
Tailored email? Material
for a presentation?
#PGB2S
Tag people in the picture
and save precious
characters!
stemalliance@eun.org
26. www.etwinning.net
‘OPENING MINDS TO STEM CAREERS’ MOOC
31/03/2017 26
• Free, online course (MOOC –
Massive Online Open Course)
• Introduce & encourage students
to pursue STEM careers
• Primary & secondary STEM
teachers
• STEM Alliance, Scientix, and
SYSTEMIC projects
27. www.etwinning.net
‘OPENING MINDS TO STEM CAREERS’ MOOC
31/03/2017 27
• On the European Schoolnet
ACADEMY
• Starts 3rd
April, lasts for 9 weeks
but you can finish in 5 weeks
• Certification: digital badges and
course certificate*
*For three regions in Spain, you can also
receive an official certificate from the MoE
28. www.etwinning.net
‘OPENING MINDS TO STEM CAREERS’ MOOC
31/03/2017 28
Register on European Schoolnet Academy @
http://www.europeanschoolnetacademy.eu/web/opening-minds-to-stem-careers
Or go to
http://www.europeanschoolnetacademy.eu/
Teodora Ioan – Course
coordinator
teodora.ioan@eun.org